Knowledge and Awareness of Global Warming and Its Effect on the
Environment among Applied Science Private University Students
TALA SASA1, WAJEHA SASA2, ABEER ADAILEH1, OMNIYA MIRI3
1Department of Basic Science and Humanities,
Applied Science Private University,
JORDAN
2MEU Research Unit,
Middle East University,
JORDAN
3Department of Basic Sciences,
Deanship of Preparatory Year and Supporting Studies,
Imam Abdulrahman Bin Faisal University,
SAUDI ARABIA
Abstract: - The purpose of this study was to investigate global warming awareness among Applied science
Private University students. A total of 365 students were tested using a questionnaire covering four aspects of
global warming including causes, effects, evidence, and solutions. The study included students of science and
humanities faculties in all academic years of both sexes, and a significant dependency ratio (p < 0.05) was
recorded. The results showed that female students had greater knowledge of the global warming effect than
male students, that academically superior students with excellent grades had more knowledge of the four
aspects covered by the questionnaire than their lower-level peers, and that students from science colleges were
more familiar than humanities students with the causes. and solutions related to global warming. In addition,
students who received environmental development courses at the university were more knowledgeable than the
rest of the students about the effect, cause, and evidence of global warming, which indicates a direct positive
effect of university education.
Key-Words: Global warming, Sustainability; Education Level; Applied Science Private University (ASU).
Received: January 2, 2023. Revised: April 21, 2023. Accepted: May 24, 2023. Published: June 12, 2023.
1 Introduction
The public's knowledge of major environmental
issues has grown around the world. There have been
several discussions, both locally and internationally,
about the proper approach to environmental
challenges. To meet this unique global challenge,
three decades of effort have resulted in a substantial
evolution of actor networks, rule-making
mechanisms, and regulations from international to
local levels of governance. Despite this, global
greenhouse gas emissions continue to rise year after
year. In, [1], Jordan, as a developing country,
continues to expand significantly in terms of
technology and production. Valid environmental
principles in business are still overlooked, even
though numerous laws and policies stress
environmental conservation. The younger
generations, particularly the kids, are the ones who
will influence Jordan's environment in the future. As
a result, future generations will need to expand their
knowledge and environmental consciousness to
better understand the current state of the globe, [2].
Environmentally educated persons are thought to be
more inclined to engage in responsible behavior
(REB) for environmental security, [3], [4], because
education has the potential to improve a person's
sense of citizenship in a variety of ways, employing
sustained awareness as a primary mitigation
technique, [5], [6]. Universities can act as high-
quality sustainability models, with facilities to assist
students in developing new media. This is vitally
significant for the progress of environmental studies,
knowledge, education, and research in Jordan for the
Applied Science Private University (ASU), a key
institution of higher education. The University of
Applied Sciences is a private university of
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
582
Volume 19, 2023
sustainable development innovation and the Center
for Environmentally Responsible Sustainability
Education. Despite several educational endeavors,
environmental education reforms and programs are
lacking. As a result, this study aims to determine the
impact of socio-economic demographic factors such
as gender, academic level, and GPA on their
knowledge of the causes, clues, and solutions to the
global warming problem among undergraduate
university students based on an assessment of their
attitudes and behaviors about global warming.
Global warming is described as the recent and
ongoing rise in the earth's surface temperature,
according to the Environmental Protection Agency
(EPA). The most significant contributors to climate
change are greenhouse gases. Water vapor (H2O)
and carbon dioxide (CO2) are examples of
greenhouse gases (GHGs) (CO2), Fluorinated gases,
methane (CH4), and nitrous oxide (N2O)HFCs,
perfluorocarbons, and other hydrofluorocarbons
Sulfur hexafluoride (SHF) and poly-fluorocarbons
(PFCs) (SF6). The dangers of global warming are
one of the most serious and important problems of
the world, [7], [8], [9].
Managing this event has become a challenge. As
a result of the development of industrial systems and
human-managed energy systems, this is a very
challenging task in the 21st century. In addition to
emissions from homes, [10], [11], [12]. Human
health has also been endangered explicitly and
implicitly as a result of recent global warming, [13].
It can also have negative consequences.
Droughts, crop failures, and an increase in
vector-borne diseases are on the rise, and water-
borne infections are having an indirect impact on
people's health, [10], [14]. In addition to rising
water levels due to melting glaciers, there are more
threats, such as flooding in coastal cities.
Global warming also has several negative
effects on the health of the environment. As
infectious diseases affecting plants and animals are
more widespread, it is necessary to understand
global warming and the issues surrounding it.
Health consequences will guide policies aimed at
raising public awareness and developing adaptation
solutions to global warming, and including them can
help students define their public perception of the
health impacts of climate change, which is
important for mitigation, [15], [16]. Globally,
college students are familiar with environmental
issues.
It is expected that the understanding of global
warming and its implications will be among the
highest among students in the educational pyramid,
and an important indicator of general population
knowledge, [17].
2 Materials and Methods
The study's instrument was based on a primary
survey using a questionnaire, [18], by [19], [20].
This survey included true-false and multiple-choice
questions. The questionnaire has a total of 40
questions: 20 multiple-choice and 20 true/false. The
inquiries explored four facets of global warming,
including its causes, effects, proof, and solutions.
Questions 12،13،14،15،17،18،19،20 from the true
/false type and questions 2,4,5,16,17,18,19,20 from
multiple choice questions taken from,
https://climate.nasa.gov/evidence and questions.
Questions 7, and 11 from the true /false type and
question 7 from multiple choice questions were
replaced from the original questionnaire.
2.1 Sample and Data Collection
The study was conducted during the second
semester of the 2020/2021 academic year as a
campus-wide sample of undergraduate students
across all faculties at ASU. It was comprised of 365
students the percentage of females is 28.5% and the
percentage of males is 71.5%. The percentage of
participants whose GPA varies between 60 and 67.9
in the sample is 2.7%, the percentage of participants
whose GPA varies between 68 and 75.9 in the
sample is 15.6%, the percentage of participants
whose GPA varies between 76 and 83.9 in the
sample is 32.6%, and the percentage of participants
whose GPA is greater than or equal to 84 in the
sample is 49%. Also, the percentage of participants
at the first level in the sample is 51%, the percentage
of participants at the second level in the sample is
17.3%, the percentage of participants at the third
level in the sample is 18.4%, the percentage of
participants at the fourth level in the sample is
10.4% and the percentage of participants at the fifth
level in the sample is 3%. While the percentage of
participants in the scientific faculties in the sample
is 43% and the percentage of participants in the
faculties of humanities in the sample is 57%.
Finally, the percentage of participants who attended
university courses related to the environment during
their undergraduate studies in the sample is 28.2%
as shown in Figure 1. The Questionnaire statements
are presented in Table 1.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
583
Volume 19, 2023
Table 1. Questionnaire statements [C = Cause, E= Evidence I = Impact, S = Solution].
True/ false questions (n =20)
1. The average global sea level has
increased over the past years. I yes
2. The global use of solar energy is
accelerating the exacerbation of
global warming. S no
3 Carbon dioxide is the gas most
contributing to the exacerbation of
global warming. C yes
4. During recent years, the ice
cover in the polar regions has
increased. I no
5. Global warming will not lead to
population displacement. I yes
6. Over time, the global average
temperature will increase further. I
yes
7. Carbon dioxide increases in the
atmosphere mainly due to the
combustion of fossil fuels. C yes
8. Public transportation can help to
reduce global warming more than
driving private cars. S yes
9. Solar energy use makes global
warming worse. S no
10. Greenhouse gases allow solar
radiation to pass through and do
not allow infrared rays (heat) to go
out into space. C yes
11- The Kyoto Protocol is
concerned with the reduction of
greenhouse gases and thus the
reduction of global warming. S yes
12-An increase in forest fires is
expected around the world. I yes
13- Tropical storms are expected
to decrease in terms of degree and
intensity. I no
14-An increase in the length of the
germination season is expected. I
yes
15- Changes in rain patterns are
expected. I yes
16- Increased heat waves and
droughts are expected. C yes
17- Hurricanes are expected to
become stronger and more intense.
I yes
18- sea level rise of 1 to 8 feet is
expected by the year 2100. I yes
19- Floods are expected to
decrease around the world. I no
20- The Arctic Ocean is expected
to become ice-free in summer
3. Global warming is best
described as C
a. an increase in the ground's
warmth.
b. The atmospheric gas emissions
that contribute to global warming
c. Researching how humans
affect the environment
d. Excessive gas emissions.
4- It is considered the basis for
helping scientists know the
extent of the exacerbation of
global warming. E
a. cars
b. airplanes
c. satellites
d. spacecraft.
5- Scientists have determined
that the main cause of global
warming is: C
a. human activities
b. animal activities
c. volcanoes
d. Earthquakes
6. Increased Emission of Gases
from Burning Fossil Fuels: C
a. It causes the greenhouse effect
(greenhouse).
b. It causes global warming.
c. Prevent the sun's rays from
leaving the atmosphere after it is
reflected from the Earth
d. All that is beyond
7. Of the greenhouse gases that
negatively affect global warming:
c
A. Carbon dioxide and
methane.
b. hydrogen and nitrogen
c. Oxygen
d. ammonia
8. If global warming continues,
what risk will we face? I
a. Increase the ice fields
b. drought and desertification
c. Water desalination
d. low sea level
9. In your opinion, what can we
do individually at home to reduce
global warming? S
a. Reduce electricity
consumption
b. Use non-recyclable products
12. The following human
behaviors all contribute to global
warming, except C
a. Using hydrogen as an energy
source
b. Wastage of non-renewable energy
resources
c. forest destruction
d. fossil fuel consumption
13. Due to global warming and
significant climate change, all of the
following can happen except I
a. Excessive heat waves
b. wind storms
c. Deadly floods and forest fires
d. abnormal diseases
14. Which of the following gases
contributes the most to the
greenhouse effect, which accounts for
approximately 80% of the effect: C
a. helium
b. ozone
c. Carbon Dioxide
d. nitrous oxide
15. Greenhouse gases: C
a. Absorption of infrared radiation,
which leads to the heating of the
Earth's surface and an increase in
the heat of the atmosphere.
b. Infrared reflection, thus heating the
Earth's surface and increasing the
heat of the atmosphere.
c. Absorption of ultraviolet rays, thus
heating the Earth's surface and
increasing the heat of the atmosphere.
d. Reflection of ultraviolet rays, thus
heating the Earth's surface and
increasing the heat of the atmosphere.
16- The temperature of the
atmosphere has increased since the
end of the ninth century until now
about E
a. 0.25°C
b. 1.4°C
c. 2.25 degrees Celsius
d. 5 degrees Celsius
17- Evidence of global warming: E
a. An increase in the temperature
of the oceans.
b. increase in gasoline prices.
c. a decrease in the temperature of the
oceans.
d. Low gasoline prices
18- Evidence of global warming: E
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
584
Volume 19, 2023
before the middle of this century. I
yes
Multiple choice questions
(MCQ) n = 20
1- 1. The main environmental
issue now that contributes to
global warming is C
a. radioactive waste
b. acid rain
c. Water Pollution
d. air pollution
2- Most research and studies
indicate that the incidence of
global warming: E
a. 25%
b. 45%
c. 55%
d. 95%
c. Increased water consumption
d. Increased waste products
(garbage)
10. From your point of view,
what can we do to reduce the
greenhouse effect as individuals
outside the home? S
a. Use public transportation or
share private transportation
b. Use sunscreen
c. the use of trains based on fossil
fuels.
d. steamships.
11- The cause of recent climate
change is C
a. Earth's polar ice cap melting
b. human activities
c. Average Sea level rises around
the world
d. population displacement
a. Increasing ice masses in the polar
regions.
b. Increasing salinity in ocean waters.
c. decrease in ice masses in the
polar regions.
d. a decrease in salinity in ocean
waters.
19- One of these phenomena is not
considered evidence of global
warming: E
a. Ice retreat in the polar regions.
b. sea level rise.
c. extreme events.
d. earthquakes
20- The effect of global warming on
the surface of the oceans: I
a. Increased salinity of the ocean
surface.
b. A decrease in the salinity of the
ocean surface.
c. Increased acidity of the ocean
surface.
d. Decrease in the acidity of the
ocean surface
Fig. 1: Percentage of students according to demographic criteria
2.2 Data Analysis
The statistical data analysis will be conducted as
follows: Main sample characteristics are presented
to describe the participants' personal information
(i.e., gender, level of education, and faculty).
Reliability analysis will be conducted to determine
if the instrument is consistent and reliable in
achieving the study objectives or not. Main
descriptive statistics (means and standard
deviations) for global warming impacts, causes,
evidence, and solution are presented also. Finally,
hypotheses testing results will be presented.
Parametric variables were analyzed using Mann-
Whitney Test, and Kruskal-Wallis Test. All reported
P values were made based on 2-sided tests and
compared to a significance level of 5%; differences
which were considered statistically significant at P <
0.05.
2.3 Reliability Analysis
Reliability is a very important aspect of selecting a
questionnaire instrument. Reliability refers to the
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
585
Volume 19, 2023
degree of consistency or stability in study results if
it is conducted for the same respondents several
times.
To evaluate the reliability, Cronbach's alpha
values will be calculated. Cronbach’s alpha (α),
developed by Lee Cronbach in 1951 is the most
common estimate of reliability, [21]. It is based on
the inter-correlations of the observed indicator
variables. Cronbach's alpha results in values
between 0 and 1. Its acceptable range is between 0.7
and 1. Our data has passed the reliability test as
Cronbach’s Alpha value is equal to 0.785 which is
within the acceptable value implying that the
instrument was consistent and reliable in achieving
the study objectives.
2.4 Descriptive Statistics
There are three main types of descriptive statistics:
frequencies, measures of central tendency (also
called averages), and measures of variability.
Frequency tables simply count the number of times
that each variable occurs. Measures of central
tendency give one number that represents the entire
set of values, such as the mean and the median.
Measures of variability indicate the degree to which
values differ around the average such as the
variance and the standard deviation.
This section presents the main descriptive statistics
(frequency tables, means, and standard deviations)
for participants' answers regarding global warming
impacts, causes, evidence, and solution.
3 Results
Hypotheses Testing
The researchers aim to determine if there is a
significant difference in participants' answers
regarding impacts, causes, evidence, and solution
questions according to gender, GPA, level of
education, faculty, and studying environmental
courses or not.
Table 2 shows that there is a significant difference
in the participants’ answers regarding the
greenhouse impact questions according to gender, as
the significance value is less than 0.05, as it appears
that females had more correct answers related to the
impact than males. The researcher used Mann-
Whitney Test.
There is no significant difference in participants'
answers regarding global warming causes, evidence,
and solution questions according to gender as the
significance values are more than 0.05.
Table 3 demonstrates that there is a significant
difference in participants' answers regarding global
warming impact, causes, evidence, and solution
questions according to GPA as the significance
values are less than 0.05. as it appears that the
students who have cumulative average greater than
or equal to 84 had more correct answers related to
the impact, cause, evidence, and solution than
others. The researcher used Kruskal-Wallis Test.
Table 4 demonstrates that there is no significant
difference in participants' answers regarding global
warming impact, causes, evidence, and solution
questions according to the level of education as the
significance values are more than 0.05.
Table 5 illustrates that there is a significant
difference in participants' answers regarding global
warming causes and solution questions according to
faculty as the significance values are less than 0.05
as it appears that the students who belong to science
had more correct answers than students who belong
to Humanities. The researcher used Mann-Whitney
Test. There is no significant difference in
participants' answers regarding global warming
impact and evidence questions according to faculty
as the significance values are more than 0.05.
Table 6 shows that there is a significant difference
in the participants' answers regarding global
warming effect, causes, and evidence questions
according to the Environmental Cycles Study as
significance values are less than 0.05. We note that
the students who have learned an environmental
course are better than those who did not take an
environmental course before concerning impact
causes and evidence. The researcher used the Mann-
Whitney test.
There is no significant difference in participants'
answers regarding global warming solution
questions according to studying environmental
courses as the significance value is more than 0.05.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
586
Volume 19, 2023
Table 2. Variation in Participants' Answers Regarding Impacts, Causes, Evidence, and Solution Questions
according to Gender
Statistic
Significance
Impact
11689.000
0.037
Causes
12138.000
0.111
Evidence
12852.000
0.417
Solution
12571.500
0.262
Table 3. Variation in Participants' Answers Regarding Impacts, Causes, Evidence, and
Solution Questions according to GPA
Statistic
Significance
Impact
15.404
0.002
Causes
19.140
0.000
Evidence
25.881
0.000
Solution
23.887
0.000
Table 4. Variation in Participants' Answers Regarding Impacts, Causes, Evidence
and Solution Questions according to the Level of Education
Statistic
Significance
Impact
2.889
0.577
Causes
2.652
0.618
Evidence
4.536
0.338
Solution
2.451
0.654
Table 5. Variation in Participants' Answers Regarding Impacts, Causes, Evidence
and Solution Questions according to Faculty
Statistic
Significance
Impact
16286.000
0.966
Causes
14062.000
0.022
Evidence
15731.500
0.540
Solution
13419.000
0.003
Table 6. Variation in Participants' Answers Regarding Impacts, Causes, Evidence
and Solution Questions according to Environmental Courses
Statistic
Significance
Impact
10164.000
.000
Causes
9889.500
.000
Evidence
11617.500
.034
Solution
12002.000
.093
4 Discussion
One of the most pressing issues facing the world
today is global warming. The negative effects of
global warming can be catastrophic, and pose a
threat to the survival of humanity. It is therefore
important for everyone, especially in the scientific
community, to have a comprehensive
understanding of the problem in terms of causes,
evidence, and effects as well as potential remedies
so that they can implement necessary changes in
the economy, resource consumption, behavior, and
general attitude toward nature, [22].
Students' understanding of environmental
topics and their ability to apply this understanding
to real-world problems, such as global warming,
are among the most important goals of
environmental science education and courses.
The researchers in [23], found that as
climatology expertise expanded, so did the level of
consensus on human causality. Anthropogenic
greenhouse gases (GHGs) are the major driver of
recent global warming, according to 90% of
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
587
Volume 19, 2023
respondents with more than 10 climate-related
peer-reviewed publications (about half of all
respondents). The ability of responders to quantify
their GHG contribution appears to be heavily
reliant on their assessment or understanding of the
cooling effect of aerosols. The attribution statement
of the Fourth Assessment Report of the
Intergovernmental Panel on Climate Change
(AR4), which made a minimum contribution of
isolated greenhouse gases, may have
underestimated the role of greenhouse gases in
recent warming. We also report respondents'
opinions on additional causes contributing to global
warming, the most important of which are land use
and land cover change (LULCC). Respondents who
described the human impact on climate as
insignificant reported receiving more frequent
media coverage regarding their views on climate
change.
The international community has identified
global warming as an imminent crisis that poses a
serious threat to life on Earth. In response,
participants in the Paris Agreement (2015) agreed
to keep the average global temperature rise below
1.5°C above pre-industrial levels between 1950 and
1990. Given that the Paris Agreement prioritizes
the protection of human life, the natural capacities
to protect Human beings from extreme
environmental events must be at the center of a
comprehensive and multifaceted response to global
warming.
Heat and thermoregulation, according to
scientists, played a crucial part in the evolution of
life and remain a key mechanism that allows
humans to explore, work, and thrive in hostile
environments. International efforts to combat
global warming, on the other hand, have primarily
focused on environmental protection and
greenhouse gas reduction through changes in
human behavior, industrial practices, and
government policies, with little regard for the
nature and design of the human thermoregulatory
system.
Global warming is expected to push human
thermoregulation to its limits, which can be
enhanced by combining intrinsic human thermo-
plasticity with relevant behavioral modifications
and technological advances. This review assumes
that sleep/wake cycles tend toward a semi-
nocturnal pattern, especially for outdoor activities,
to avoid the heat of the day, which is a fundamental
behavioral adaptation. In terms of technology, the
current idea of air conditioning inside a room is
likely to turn into a cooling of the target body
surface, which can be used to raise awareness of
our students about this fact, [24].
the Arctic is warming two to three times faster
than the rest of the world, causing the hydrological
cycle to intensify in the High North. In the 21st
century, increased regional evaporation and
moisture transport in the Arctic have contributed to
a 50-60% increase in Arctic precipitation. The
physical and dynamic limits that drive the shift to
the rain-dominated Arctic are unknown. As for the
students' answers in this regard, a high share of
knowledge, [25].
The results also reveal that the media has a
negative role in raising environmental awareness
about water pollution. This study provides
policymakers with a scientific perspective on
expected future conditions to find solutions that
meet sustainability goals, [26].
Previous studies were conducted in secondary
schools where the curricula had a major role in
improving literacy on climate change. In [27], we
note that public secondary school students in
Enugu State, Nigeria show that geography students
have the highest level of awareness of climate
change along with that the student’s gender,
location, age, and class are variables that greatly
affect their awareness. Climate change. Students
who have studied geography are more likely to
have moderate or high knowledge of climate
change and this is consistent with our students who
have taken environmental courses.
We also note, according to the study
conducted in Turkey, that female students have a
high degree of awareness and this is consistent with
our results that females have more knowledge than
males about global warming, [27]. This article
compares the level of climate literacy observed
between college students enrolled in different
academic courses, showing that students studying
natural sciences or engineering degrees and those
in the later years of their degree course should be
more proficient with the questions directed at them
than students studying social sciences or sciences.
Humanity and those who are at the beginning of
their university studies, and this is consistent with
the answers of our students, which showed us that
students of scientific faculties are more
knowledgeable than students of humanities
faculties about the causes and solutions to global
warming, [28].
5 Conclusion
The results showed that female students had greater
knowledge of the global warming effect than male
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
588
Volume 19, 2023
students that academically superior students with
excellent grades had more knowledge of the four
aspects covered by the questionnaire than their
lower-level peers, and that students from science
colleges were more familiar than humanities
students with the causes. and solutions related to
global warming.
In addition, students who received
environmental development courses at the
university were more knowledgeable than the rest
of the students about the effect, cause, and evidence
of global warming, which indicates a direct positive
effect of university education. Therefore, the study
recommended integrating environmental concepts
into university curricula for all students regardless
of their academic major to increase environmental
awareness.
Practical implications: We call on all
policymakers to form coordinated efforts that will
help mitigate the effects of global warming on
global risks by spreading environmental awareness
and education among high school and university
students.
Acknowledgments:
The authors are grateful to the students who
participated in this study. The researchers
acknowledge the Applied Science Private
University, Amman, Jordan, for the full financial
support granted to this research article.
References:
[1] Schroeder, H., Kobayashi Y., Climate change
governance: Responding to an existential
crisis. The Impacts of Climate Change,
Elsevier, 2021, 479-489.
[2] Gambro, J. S. Switzky E., A national survey
of high school students environmental
knowledge. 1996, 27(3): 28-33.
[3] Shamuganathan S., Karpudewan M.,
Modeling Environmental Literacy of
Malaysian Pre-University Students.
International Journal of Environmental &
Science Education, 2015, 10(5), 757-771.
[4] Stevenson R., Schooling, and environmental
education: Contradictions in purpose and
practice. Environmental Education Research,
2007, 13(2):139-153.
[5] Sjöström J., Eilks.I., Zeidler V., Towards
eco-reflexive science education, European
Conference on Research in Chemical
Education (ECRICE), Barcelona, Spain ,
2016, 25(3-4): 321-341.
[6] Mead, E., Promoting Lasting Ecological
Citizenship Among College Students, Lehigh
University ProQuest Dissertations
Publishing,  2013. 1532293.
[7] Gul, A., Topay, M., Ozaydin, O., Against the
threat of global warming, the importance of
urban forest. International Davraz Congress,
Isparta, Turkiye, 2009.
[8] Özbayrak, Ö.,Uyulgan, M., Alpat, E., Sibel,
Alpat, K., Kartal, M., Ortaöğretim
Öğrencilerinin Küresel Isinma Hakkindaki
Bilgileri Üzerine Bir Araştirma, BUCA
Eğitim Fakültesi Dergisi, 2011, (29): 58-67.
[9] Davraz, A., et al., Hydrogeology of Karst
Aquifer Systems In SW Turkey and an
Assessment Of Water Quality And
Contamination Problems, Environmental
Geology, 2009, volume 58, 973–988.
[10] Abouelfadl, S., Global warming: Causes,
effects and solutions, JES. Journal of
Engineering Sciences, Vol. 40, No 4, 2012,
1233-12541.
[11] Diffenbaugh, N. Burke, M. Global warming
has increased global economic inequality.
PNAS, 2019, 116 (20): 9808-9813.
[12] Pearce, W., Holmberg, K., Hellsten, I., &
Nerlich, B., Climate change on Twitter:
Topics, communities, and conversations
about the 2013 IPCC Working Group 1
report, 2014, 9(4): e94785.
[13] Schwerdtle, P., Bowen K., Bowen K.,
Sauerborn, R., Human mobility and health in
a warming world, Journal of Travel
Medicine, 2019, 1–3.
[14] Sivaramanan, S., Global Warming and
Climate Change, Causes, Impacts and
Mitigation, Independently published, 2018,
2-4.
[15] Meehan, C. Brett, L., Lauren, C., Global
Climate Change in US High School
Curricula: Portrayals of the Causes,
Consequences, and Potential Responses,
Science Education, 2018, 102(3): 498-528.
[16] Dodman, D., Archer, D., Satterthwaite, D.,
Responding to climate change in contexts of
urban poverty and informality, SAGE
Publications Sage UK: London, England,
2019.
[17] Abu Qamar, S., Alshannag, Q. Sartawi, A.
Iratni, R., Educational awareness of
biotechnology issues among undergraduate
students at the United Arab Emirates
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
589
Volume 19, 2023
University, Biotechnology Education,2015,
3(4): 283-293.
[18] Freije, A. M., Hussain, T. Salman, S., Global
warming awareness among the University of
Bahrain science students." Journal of the
Association of Arab Universities for Basic
and Applied Sciences, 2017, 22(1): 9-16.
[19] Boyes, E., How do high school students
perceive global climatic change: What are its
manifestations? What are its origins? What
corrective action can be taken? HITL
Technical Publications.1993, 2(4): 541-557.
[20] Liarakou, G., Athanasiadis, I., Gavrilakis, C.,
What Greek Secondary School Students
Believe about Climate Change?,
International Journal of Environmental &
Science Education, 2011 6(1): 79-98.
[21] Cronbach, L., Coefficient alpha and the
internal structure of tests. Psycho-metrika
,1951 16(3): 297-334.
[22] Aydin, F., Secondary school students
perceptions towards global warming: A
phenomenographic analysis, Archives of
Applied Science Research, 2011, 3 (2):121-134.
[23] Verheggen, B., et al., Scientists' views about
attribution of global warming." Environ Sci
Technol, ACS Publications, 2014 48(16):
8963-8971.
[24] Lim, C. L., Fundamental Concepts of Human
Thermoregulation and Adaptation to Heat: A
Review in the Context of Global Warming."
Int J Environ Res Public Health 2020,
17(21).
[25] Bintanja, R. The impact of Arctic warming
on increased rainfall." Sci Rep., 2018, 8(1):
16001.
[26] Al-Maliki, A., Perceptions about water
pollution among university students: A
case study from Iraq."2021, 8(1):
1895473.
[27] Eze, E.., Sociographic analysis of climate
change awareness and pro-environmental
behavior of secondary school teachers and
students in Nsukka Local Government Area
of Enugu State, Nigeria, Education, 2020,
29(1): 89-105.
[28] Meira-Cartea, P., Gutiérrez-Perez, J., Mónica
Arto-Blanco, M., Roldán, A., Influence of
academic education vs. common culture on
the climate literacy of university
students/Formación académica frente a
cultura común en la alfabetización climática
de estudiantes universitarios, Fundación
Dialnet , 2018, 9(3): 301-340.
Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed in the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflict of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.e
n_US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.56
Tala Sasa, Wajeha Sasa,
Abeer Adaileh, Omniya Miri
E-ISSN: 2224-3496
590
Volume 19, 2023