{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,8]],"date-time":"2025-11-08T17:12:34Z","timestamp":1762621954175,"version":"3.41.2"},"reference-count":35,"publisher":"Emerald","issue":"03","license":[{"start":{"date-parts":[[2017,5,15]],"date-time":"2017-05-15T00:00:00Z","timestamp":1494806400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJCCSM"],"published-print":{"date-parts":[[2017,5,15]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>Higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change (CC). And, as shown by the 21st Conference of the Parties of the UN Convention on Climate Change \u2013 COP 21, held in Paris in December 2015, there is still a path to be followed regarding the role played by universities in the negotiations and in influencing decision-making on a matter of such global importance. The purpose of this first study conducted within Portuguese (Europe), Mexican (Spanish-speaking North America University) and Mozambican (Africa) universities is to investigate higher education system students\u2019 perceptions on CC.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>The data were collected through a questionnaire aiming at characterising students from the socio-demography, and from their perceptions, motivations, attitudes and knowledge relating to the topic of CC. Statistical analysis was used to compare and characterise the three national groups under study.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>This study did not show significant perception differences among the analysed subsamples, although there was a tendency for Mexican students to express lesser belief that CC was happening, and for Mozambicans to show a greater belief in CC issues and motivation to mitigate its effects which may be related to the specifics contexts. The results show that relevant differences among nationalities mostly concerned the magnitude of choices (e.g. most respondents of each nationality expressed interest in CC issues, but the magnitude of this expression differed according to nationality). The principal component analysis (second and third components) clearly embodied nationality profiles (discussed in the context of different cultures, educational structures and CC impacts).<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>Further research is warranted to understand the integration of CC into higher education curriculum to improve and target educational efforts to suit students\u2019 needs.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>How CC perceptions vary cross-nationally and how research studies that examine the integration of CC into higher education curriculum are areas for which more research is needed.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>The results highlight the importance of socio-cultural dimensions of each country in relation to the understanding or perception of CC issues, namely, in what concerns aspects related with gender roles, age, active learning and citizenship. This study\u2019s data evidenced that despite the surveyed students being familiarized with CC phenomena, this knowledge does not translate necessarily into concrete mitigation practices and behaviours.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/ijccsm-08-2016-0123","type":"journal-article","created":{"date-parts":[[2017,3,27]],"date-time":"2017-03-27T08:35:12Z","timestamp":1490603712000},"page":"316-336","source":"Crossref","is-referenced-by-count":24,"title":["Assessing university student perceptions and comprehension of climate change (Portugal, Mexico and Mozambique)"],"prefix":"10.1108","volume":"9","author":[{"given":"Fernando","family":"Morgado","sequence":"first","affiliation":[]},{"given":"Paula","family":"Bacelar-Nicolau","sequence":"additional","affiliation":[]},{"given":"Jaime","family":"Rendon von Osten","sequence":"additional","affiliation":[]},{"given":"Paulo","family":"Santos","sequence":"additional","affiliation":[]},{"given":"Leonor","family":"Bacelar-Nicolau","sequence":"additional","affiliation":[]},{"given":"Harith","family":"Farooq","sequence":"additional","affiliation":[]},{"given":"F\u00e1tima","family":"Alves","sequence":"additional","affiliation":[]},{"given":"Amadeu M.V.M.","family":"Soares","sequence":"additional","affiliation":[]},{"given":"Ulisses M.","family":"Azeiteiro","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"issue":"2","key":"key2020120713551025000_ref001","doi-asserted-by":"publisher","first-page":"112","DOI":"10.1038\/NCLIMATE1666","article-title":"Cultural dimensions of climate change impacts and adaptation","volume":"3","year":"2013","journal-title":"Nature Climate Change"},{"key":"key2020120713551025000_ref002","doi-asserted-by":"crossref","first-page":"449","DOI":"10.1007\/978-3-319-24660-4_26","article-title":"\u201cIntroducing hydro-climatic extremes and human impacts in Bolivia, Paraguay and Uruguay\u201d","volume-title":"Climate Change and Health: Improving Resilience and Reducing Risks","year":"2016"},{"key":"key2020120713551025000_ref003","doi-asserted-by":"crossref","first-page":"231","DOI":"10.1007\/978-3-319-24660-4_14","article-title":"\u201cClimate change and health vulnerability in Bolivian Chaco Ecosystems\u201d","volume-title":"Climate Change and Health: Improving Resilience and Reducing Risks","year":"2016"},{"key":"key2020120713551025000_ref004","doi-asserted-by":"publisher","first-page":"308","DOI":"10.1016\/j.jclepro.2014.11.056","article-title":"Education for sustainable development through e-learning in higher education: experiences from Portugal","volume":"106","year":"2015","journal-title":"Journal of Cleaner Production"},{"issue":"4","key":"key2020120713551025000_ref005","doi-asserted-by":"publisher","first-page":"354","DOI":"10.1108\/14676370910990701","article-title":"E-learning for the environment: the Universidade Aberta (Portuguese Open Distance University) experience in the Environmental Sciences Post-Graduate Courses","volume":"10","year":"2009","journal-title":"International Journal of Sustainability in Higher Education"},{"key":"key2020120713551025000_ref006","first-page":"433","article-title":"Africa: in impacts, adaptation and vulnerability","volume-title":"Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change","year":"2007"},{"issue":"2","key":"key2020120713551025000_ref008","doi-asserted-by":"crossref","first-page":"248","DOI":"10.1016\/j.gloenvcha.2009.01.002","article-title":"Determinants of farmers\u2019 choice of adaptation methods to climate change in the Nile Basin of Ethiopia","volume":"19","year":"2009","journal-title":"Global Environmental Change"},{"volume-title":"The Political Logic of Poverty Relief: Electoral Strategies and Social Policy in Mexico","year":"2016","key":"key2020120713551025000_ref009"},{"key":"key2020120713551025000_ref010","unstructured":"Feldman, L. 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