Effect of a Climate Change Educational Program on University Students’ Knowledge, Attitudes, and Practices | ||
| Egyptian Journal of Health Care | ||
| Volume 16, Issue 1, March 2025, Pages 16-28 PDF (348.21 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ejhc.2025.396265 | ||
| Authors | ||
| Nadia Ahmed Eladham1; Zeinab Hassan Hassan Osman2; Lamia Amin Awad Salama3; Enaam Abdellatif Farrag Hamza4; Hanem Awad Mekhamier1 | ||
| 1Assistant Professor of Family & Community Health Nursing, Faculty of Nursing, Damietta Universities, Egypt. | ||
| 2Assistant Professor of Psychiatric Mental Health Nursing, Faculty of Nursing Fayoum University. King Salman International University, Egypt. | ||
| 3Professor of Community Health Nursing, Faculty of Nursing, Mansoura University, Egypt. | ||
| 4Assistant professor of Psychiatric Mental Health Nursing, Faculty of Nursing, Fayoum University, Egypt | ||
| Abstract | ||
| Background: Climate change impacts human lives and health by threatening the essential ingredients of good health such as clean air, safe drinking water, nutritious food supply, and safe shelter. It has the potential to undermine decades of progress in global health. Aim of the study: to evaluate the effect of the Climate Change Educational Program on University Students’ Knowledge, Attitudes, and Practices. Subjects and Methods: This quasi-experimental study was conducted in Mansoura and Fayoum Universities on 200 university students. A self-administered questionnaire was used for data collection, with three scales to assess their knowledge, attitude, and reported practice. Results: Students were mostly females (65.5%), with a rural residence (67.0%). Their pre-intervention knowledge was deficient, and their attitudes and reported practices were variable. Statistically significant improvements were revealed in their post-intervention knowledge, attitudes, and practices (p<0.001), with slight declines in their follow-up knowledge and attitudes, but a rise in their practices. Their knowledge, attitudes, and practice scores are positively correlated. In multivariate analyses, the educational program was the main positive predictor of the knowledge scores, the knowledge scores were the positive predictors of the attitude scores, and the attitude and knowledge scores were positive predictors of the practice scores. Conclusion and Recommendations: The educational awareness-raising program is effective in improving university students' knowledge, attitude, and reported practices regarding climate change. Considerable work is required to integrate climate change concepts into the university curricula. The developed program and booklet could serve as a basis for further educational interventions. | ||
| Keywords | ||
| Attitudes; Climate change; Educational program; Knowledge; Practices University students | ||
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