Connecting Perspectives: Exploring Climate Change Awareness Among Multilingual Youth in a Digital World

• In Event: Bridging Analog and Digital Technologies: Youth Voices in China, the United States, and elsewhere.

Proposal

We are currently living in a digital era, where the world has transformed into a global village and information is just a click away. The increasing integration of technology in our daily lives has significantly impacted our young learners, exposing them to expanding opportunities and complex challenges. The theme of CIES 2025, "Envisioning Education in a Digital Society," has influenced my research on climate change education for multilingual middle school students. Inspired by the activism of younger generations, such as Greta Thunberg, and movements like the Sunrise Movement, my study aims to use digital tools and educational strategies to evaluate the climate knowledge, beliefs, and intentions of urban multilingual learners aged 10 to 16.

The research aligns with the conference's objectives by contributing to the ongoing discussion on using digital technologies to foster more inclusive and equitable educational opportunities. It emphasizes the importance of incorporating the perspectives of multilingual students in climate change education to ensure that their unique experiences are not only recognized but also integrated into future curricula development. By integrating the Deficit Model and the Theory of Planned Behavior, this study explores whether the traditional one-way flow of information is effective in influencing students' understanding of climate change. The research seeks to address three key questions: (1) What level of climate change knowledge do urban middle school multilingual students possess? (2) What intentions and beliefs regarding climate change exist among these students? and (3) How does their climate change knowledge relate to their intentions and beliefs? "In the context of peer tutoring, where students actively engaged with their peers in a supportive learning environment, the study explores how their existing knowledge and socio-cultural backgrounds influence their understanding of climate change. This approach allows us to evaluate the relevance of the Deficit Model in a setting where students interact with information from various sources, and to examine its intersection with other factors influencing their attitudes and behaviors toward climate change


The study employed a comprehensive exploratory approach to investigate the climate change knowledge, intentions, and beliefs of multilingual learners in grades 5 to 8. It utilized a mixed-methods design, combining quantitative and qualitative methodologies to gain a thorough understanding of the research questions. Quantitative data were gathered through Likert scale questions to capture nuanced perspectives and perform descriptive analysis to identify patterns and trends. To enrich the data, qualitative insights were obtained through open-ended questions and thematic coding, revealing deeper narratives and recurring themes in students' attitudes. The incorporation of mediational processes, as outlined by Poehner and Leontjev (2020), in the analysis emphasized the dynamic interactions between tutors and students during the survey process, offering critical insights into the effectiveness of peer learning in supporting multilingual students' comprehension of climate change.

The findings from the studies are as follows:

1. Understanding of Weather vs. Climate: The research showed that most students in grades 5 through 8 had a basic understanding of the difference between weather and climate. Many students correctly identified weather as short-term atmospheric conditions and climate as long-term patterns. For example, a 7th-grade female student explained, "Weather is one day sunny and then the next day rainy. Climate is every day; for example, winter is always cold." However, some misconceptions persisted, such as a 5th-grade male student who remarked, "They're both the same because they work together to make winter and stuff."

2. Sources and Effects of Climate Change: When asked about the causes of climate change, many students pointed to pollution and car emissions as significant contributors. A common response was that "cars release emissions that warm the air and climate" (5th-grade female). However, understanding of natural causes was mixed, with some students incorrectly attributing climate change to events like "volcanoes making really cold places get hot" (8th-grade male).

3. Awareness and Understanding of the Greenhouse Effect: The concept of the greenhouse effect was less understood among students. Many could not describe it accurately, with some having partial or incorrect understandings. For instance, a 5th-grade male student thought the greenhouse effect was related to "where they plant trees and flowers."

4. Perceptions of Climate Change Impacts: Students’ perceptions of the impacts of climate change varied, with many associating it with extreme weather conditions. For example, one 8th-grade female student noted, "Sometimes it’s too cold or too hot." Another 8th-grade male student linked personal experience to climate impacts, mentioning, "In our country, it was hot the whole time, never cold. When we came to America, we had cold and winter seasons."

5. Intentions and Beliefs Regarding Climate Action: The survey responses reflected strong beliefs about the need for climate action. Many students agreed that addressing climate issues was necessary, with one 5th-grade male student stating, "It’s true that climate can harm the Earth." However, the extent to which students felt personally involved in climate action varied. Some expressed a readiness to engage, while others were less certain about their role in combating climate change

6. Emotional and Attitudinal Responses to Climate Change: Emotional responses to climate change were diverse among students, ranging from curiosity to concern. For example, a 5th-grade male student expressed curiosity by stating, "I think climate changing because every time it’s a new year, when summer comes up, it starts getting hotter than the last year." Conversely, an 8th-grade female student reflected a more negative attitude, noting, "Extremely hot weather is not good."

The research explores climate change knowledge and awareness among multilingual young learners in the United States, shedding light on an underrepresented and expanding demographic. This demographic may encompass climate refugees and individuals with diverse cultural perspectives on climate change, making this study crucial for understanding and addressing their unique needs. By critically examining the deficit model of communication theory, the study presents an innovative methodology that captures students' existing knowledge to inform curriculum development. The implications of this research are profound, as it paves the way for creating more inclusive and culturally responsive educational strategies, thus enhancing climate change awareness and education for all.

Author

• Mahbuba Sultana, University of New Hampshire