ASSESSMENT OF SECONDARY SCHOOL STUDENTS’ AWARENESS OF CLIMATE CHANGE AND ADAPTATION PRACTICES. A CASE STUDY OF MAKETE DISTRICT COUNCIL, TANZANIA.

Abstract

Human induced climate change remains one of the most pressing global challenges of the 21st century, with developing countries, including Tanzania, being particularly vulnerable to its impacts. As the world fights with measures of finding lasting solutions to the problem of climate change, it is essential to know the awareness and knowledge level the youth, especially secondary school students, possess about the causes, impacts, mitigation and adaptation practices of climate change and their involvement in addressing the problem of climate change. This can be done through improved awareness that will lead to behavioral changes in mitigation and adaptation practices. This study assesses the awareness of climate change and adaptation practices among secondary school students in Makete District, Tanzania. Using a descriptive survey design, data were collected from 330 students across eight secondary schools through questionnaires, interviews, and observations. The study employed both quantitative and qualitative data analysis methods, utilizing the Statistical Package for Social Sciences (SPSS) for quantitative data and thematic analysis for qualitative insights. The findings reveal that a significant majority of students (79.7%) have high awareness level of climate change with 20.3% of student with medium awareness, with females demonstrating slightly higher awareness levels (79.3%) than males (77.1%). Students also showed a high level of knowledge regarding climate change mitigation with 78% and adaptation practices with 81%, such as tree planting, renewable energy use, and water conservation. Moreover, 87.6% of students showed that they participated in adaptation practices at home, school or at their community. The study highlights the importance of integrating climate change education into school curricula and enhancing practical, hands-on learning experiences to improve students' understanding and engagement in climate adaptation and mitigation practices. Recommendations include making climate change education examinable, organizing regular teacher training workshops, and promoting future-oriented, problem-solving approaches in teaching. These measures are essential for fostering a generation of environmentally conscious citizens capable of addressing the challenges posed by climate change.