Awareness of Legal and Social Dimensions of Climate Change Problem: The Case of Süleyman Demirel Universıty and Isparta Universıty of Applied Sciences

Yıl 2024, Cilt: 5 Sayı: 2, 61 - 75

Cengiz Gazeloğlu , Ece Özgören Ünlü

Öz

This study investigates whether students at Süleyman Demirel University and Isparta University of Applied Sciences have different awareness of the legal and social dimensions of climate change depending on demographic variables. The data were applied to a sample of 400 students at Süleyman Demirel University and Isparta University of Applied Sciences between December 2023 and February 2024. The simple random sampling method was used to analyse the survey results using a t-test and ANOVA. The results showed no significant differences in age, mother's education level and father's education level. However, women showed greater general awareness and solution awareness than men. There was a difference between the 1st and 2nd classes and the 3rd class with regard to general awareness. There is a distinction in awareness of income between students with incomes of TL 1,250-2,000 and TL 2,001-3,000, and those with incomes over TL 5,001. The analysis revealed a significant difference in solution awareness between students with different income levels. Students with an income of 2001–3000 TL had higher levels of legal awareness than all other income groups. SDU students had higher general awareness, but ISUBU students had higher legal awareness.

Anahtar Kelimeler

Climate Change, Awareness, t-test, ANOVA, Factor Analysis

Awareness Of Legal and Social Dimensions of Clımate Change Problem: The Case of Suleyman Demı̇rel Unıversıty and Isparta Unıversıty of Applied Sciences

Öz

This study investigates whether students at Süleyman Demirel University and Isparta University of Applied Sciences have different awareness of the legal and social dimensions of climate change depending on demographic variables. The data were applied to a sample of 400 students at Süleyman Demirel University and Isparta University of Applied Sciences between December 2023 and February 2024. The simple random sampling method was used to analyse the survey results using a t-test and ANOVA. The results showed no significant differences in age, mother's education level and father's education level. However, women showed greater general awareness and solution awareness than men. There was a difference between the 1st and 2nd classes and the 3rd class with regard to general awareness. There is a distinction in awareness of income between students with incomes of TL 1,250-2,000 and TL 2,001-3,000, and those with incomes over TL 5,001. The analysis revealed a significant difference in solution awareness between students with different income levels. Students with an income of 2001–3000 TL had higher levels of legal awareness than all other income groups. SDU students had higher general awareness, but ISUBU students had higher legal awareness.

Anahtar Kelimeler

İklim Değişikliği, Farkındalık, t-testi, ANOVA, Faktör Analizi

Kaynakça

• Akkuş, A. (2021). Küresel Güney bağlamında iklim etiği ve iklim adaleti uygulamaları. Cappadocia Journal of Area Studies, 3(2), 200-215.
• Albayrak, A. N., ve Atasayan, Ö. (2017). Yerel düzeyde iklim değişikliği farkındalığı analizi/Gebze örneği. TÜBAV Bilim Dergisi, 10(4), 1-10.
• Almazroui, M., Şen, Z., Mohorji, A. M., and Islam, M. N. (2019). Impacts of climate change on water engineering structures in arid regions: Case studies in Turkey and Saudi Arabia. Earth Systems and Environment, 3, 43-57.
• Arslan, F., ve Uzun, A. (2017). Yenilenebilir enerji yatırımlarının sosyal kabul boyutu. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (51), 95-116.
• Ataklı, G., and Kuran, H. (2022). Developing a scale for climate change awareness. Biological Diversity and Conversation, 15(2), 150-161.
• Ballew, M., Marlon, J., Rosenthal, S., Gustafson, A., Kotcher, J., Maibach, E., and Leiserowitz, A. (2019). Do younger generations care more about global warming? Yale Program on Climate Change Communication. Retrieved from https://climatecommunication.yale.edu/publications/do-younger-generations-care-more-about-global-warming / in 15.11.2024.
• Bayraktar, A., Kleftodimos, G., Kyrgiakos, L. S., Kleisiari, C., Vlontzos, G., & Belhouchette, H. (2024). Assessing climate change awareness among Mediterranean university students: a comparative study of French and Greek universities. Journal of Environmental Studies and Sciences. Retrieved from https://link.springer.com/article/10.1007/s13412-024-00946-w.
• Can, C. (2019). Küresel iklim değişikliği ve uluslararası çabalar, Yüksek lisans tezi, Sosyal Bilimler Enstitüsü, Süleyman Demirel Üniversitesi, Isparta.
• Cronan, C. S. (2023). Atmospheric Influences, Global Warming, and Climate Change. In Ecology and Ecosystems Analysis, 223-240.
• Demirbaş, M., ve Aydın, R. (2020). 21. yüzyılın en büyük tehdidi: küresel iklim değişikliği. Ecological Life Sciences, 15(4), 163-179.
• Gerek, G. S. (2022). İklim değişikliği sorununun hukuki ve toplumsal boyutlarına yönelik farkındalığa ilişkin ölçek geliştirme çalışması. Ankara Üniversitesi Çevrebilimleri Dergisi, 9(2), 14-28.
• Girden, E. R. (1992). ANOVA: Repeated measures. U.S., Sage Publications, Inc.
• Intergovernmental Panel on Climate Change (IPCC). (2021). Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Retrieved from https://www.ipcc.ch/report/ar6/wg1/ in 19.11.2024.
• Kalpic, D., Hlupic, N., and Lovric, M. (2014). Student’s t-tests. In International Encyclopedia of Statistical Science, 1559-1563.
• Kaya, Y. (2017). Paris anlaşmasını iklim adaleti perspektifinden değerlendirmek. Uluslararası İlişkiler Dergisi, 14(54), 87-106.
• Kiley, K., and Vaisey, S. (2021). The Slow Dawn of Climate-Change Awareness, and Its Challenge for a Sustainable Planet. Carsey School of Public Policy. Retrieved from https://carsey.unh.edu/publication/slow-dawn-climate-change-awareness-its-challenge-sustainable-planet in 1.11.2024.
• Külcür, R. (2022). Toplumsal cinsiyetin çevresel adalet ve iklim değişikliği bağlamında Türkçe literatürdeki görünürlüğü. İstanbul Üniversitesi Kadın Araştırmaları Dergisi, (24), 31-54.
• Ma, J., and Chen, Y. D. (2023). Essential but challenging climate change education in the Global South. Nature Climate Change, 13(6), 839-846.
• Ofori, B.Y., Ameade, E.P.K, Ohemeng, F., Musah, Y., Quartey, J.K. and Owusu E.H. (2023). Climate change knowledge, attitude and perception of undergraduate students in Ghana. Plos Climate, 1-27.
• Özcan, K. Y. (2018). İklim değişikliği konusunda farkındalık geliştirme projesi kapsamında Türkiye’deki illerin değerlendirilmesi: Bursa, Trabzon ve Gaziantep örnekleri. Trakya Üniversitesi Sosyal Bilimler Dergisi, 20(2), 245-271.
• Pekez, J., Stojanov, J., Mihajlovic, V., Marceta, U., Radovanovic, L., Palinkas, I., and Vujic, B. (2024). The impact analysis of education on raising awareness towards climate change and energy efficiency. International Journal of Technology and Design Education, 34(2), 127-145 . Pew Research Center. (2021). Gen Z, Millennials Stand Out for Climate Change Activism, Social Media Engagement with İssue. Retivered form https://www.pewresearch.org/science/2021/05/26/gen-z-millennials-stand-out-for-climate-change-activism-social-media-engagement-with-issue/ 03.11.2024.
• Ricart, S., Gandolfi, C. and Casteletti A. (2023). Climate change awareness, perceived impacts, and adaptation from Farmers’ exerience and behavior: a triple-loo review. Regional Environmental Change, 23(82).
• Talu, N., ve Kocaman, H. (2018). Türkiye’de iklim değişikliği ile mücadelede politikalar, yasal ve kurumsal yapı. https://www.iklimin.org/egitimmateryalleri/TR%20Pol_NT.pdf adresinden 01.11.2024 tarihinde erişilmiştir.
• Tuncer, B. B. (2022). Halkla ilişkilerin toplumsal dönüştürücü rolü bağlamında sürdürülebilirlik ve iklim krizi üzerine bir deneme. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(3), 836-851. United Nations. (2020). Education is key to addressing climate change. Retrieved from https://www.un.org/en/climatechange/climate-solutions/education-key-addressing climate-change in 01.11.2024.
• Venghaus, S., Henseleit, M., and Belka, M. (2022). The impact of climate change awareness on behavioral changes in Germany: changing minds or changing behavior. Energy, Sustainability and Society. 12(8).