Chowdhury Mohammed Thanvir Ahmed, Ahmed Khandaker Jafor, Ahmed Mufti Nadimul Quamar, Haq Shah Md Atiqul
Department of Applied Sociology and Social Work, North East University Bangladesh, Sylhet, 3100 Bangladesh.
Department of Geography, Environment and Population, The University of Adelaide, Adelaide, SA 5005 Australia.
SN Soc Sci. 2021;1(7):174. doi: 10.1007/s43545-021-00194-7. Epub 2021 Jul 21.
Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers' perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.
由于气候变化教育是全球日益紧迫地应对气候变化问题的整体要素，了解不同学术机构教师对气候变化的认知，对于各机构以何种方式及在何种程度上满足向学习者传授这一主题知识的需求，特别是在总体上参与其他气候变化缓解策略方面，可能发挥重要作用。因此，本研究通过分析一份由孟加拉国锡尔赫特市公立和私立教育机构的95名教师自行填写的结构化问卷，考察了教师对气候变化的重要性、成因、后果及缓解措施的认知。描述性和推断性统计分析结果表明，公立和私立学校教师对气候变化的重要性、成因、后果及缓解措施有所了解。结果还显示，教师的社会人口特征以及与学术相关的因素会影响他们对气候变化的认知。本研究得出结论，公立机构的教师比私立学校的教师对气候变化有更高的认识和理解。研究结果对进一步的研究和政策建议具有更广泛的意义，尤其引起了孟加拉国或类似背景国家的教育部门和灾害管理部门的注意，促使其为教师提供环境和灾害教育培训机会。
