Preprint Article Version 1 This version is not peer-reviewed

Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Version 1 : Received: 18 November 2019 / Approved: 20 November 2019 / Online: 20 November 2019 (03:38:43 CET)

How to cite: Escoz-Roldán, A.; Gutiérrez-Pérez, J.; Meira-Cartea, P.A. Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts. Preprints 2019, 2019110233 (doi: 10.20944/preprints201911.0233.v1). Escoz-Roldán, A.; Gutiérrez-Pérez, J.; Meira-Cartea, P.A. Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts. Preprints 2019, 2019110233 (doi: 10.20944/preprints201911.0233.v1).

Abstract

The relationship between Climate Change and Water is an obvious and key issue within the Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of Climate Change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between Climate Change and Water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. The results show that the socio-cultural context influences the social representation of Climate Change, but not from the climatological condition, so that it is reasonable to think that the social representation of this relationship is favoured by a common culture around this relationship.

Subject Areas

water; climate change; territorial context; sustainable development goals; Agenda 2030; university students; climate literacy; social representation

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