ASCERTAINMENT OF STUDENTS’ UNDERSTANDING OF, AND REACTION TO CLIMATE CHANGE IN GHANA (CASE STUDY OF UNIVERSITY OF CAPE COAST, GHANA)

ASCERTAINMENT OF STUDENTS’ UNDERSTANDING OF, AND REACTION TO CLIMATE CHANGE IN GHANA (CASE STUDY OF UNIVERSITY OF CAPE COAST, GHANA)

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The phenomenon of climate change now poses a threat to the environment. The concern and action of the people who are considered to be the primary cause and those who are affected by the problem is an effective strategy that can help address it. Only in situations where the tendency to behave and respond is made more vibrant can public actions be expected. However, it is much more difficult to explain and elicit people’s expected action and concern for the issue when there is a lack of understanding of climate change. This could undermine and nullify attempts at adaptation and mitigation.

Climate change has “become a distinctive and significant addition to the range of environmental hazards encountered by humankind,” according to the World Health Organization (WHO, 2003). The UN (UN, 2010) is another

observes that the effects of climate change seriously jeopardize efforts to achieve sustainable development worldwide. There is growing evidence that the effects of a changing climate will cause most places in the world to change and disappear (Adger, Dessai, Marisa, Goulden, Hulme, Lorenzoni, Nelson, Naess,Wolf, Wreford, 2009). Thus, humanity is expected to take immediate action to address this threat (IPCC, 2014).

Climate change refers to an alteration in the climate over time, typically lasting ten years or longer, as a result of natural processes or human activity (UNFCCC 2007, IPCC 2007). Most researchers, including Eboh (2009), Anyadike (2009),

Ashton (2002), Hönisch, Ridgwell, Schmidt, Thomas, Samantha, Gibbs,…, and other scientific research organizations (Pew Center on Global Climate Change PCGCC (2009), National Oceanic and Atmospheric Association, NOAA(2007), etc.) are examples of scientific research organizations.

have provided similar meaning as well.

“There are numerous research results and forecasts that support how the effects of climate change are manifesting. The International Panel on Climate Change, for instance “According to (IPCC, 2013), the world’s temperature has risen by about 2.0 degrees Celsius over the past century. Sea levels are also rising and extreme weather events like heat waves, torrential rain, and melting Arctic sea ice are becoming more frequent. More gloomy times are expected, according to the panel. Most scientists have acknowledged these findings and forecasts (see Hönisch et al. 2012, National Research Council 2013, NOAA 2013).

Climate change is attributed to human activity by the Anthropogenic Global Warming (AGW) and Human Induced theories (Blasts 2010). Hence, requiring substantial

human efforts on issues like water stress, species extinction, low productivity, floods, food insecurity, diseases, and many others that are related to it (WHO 2003, IPCC 2014). The effects of climate change are worsening Africa’s already-existing non-climate change-induced underdevelopment (UNFCCC 2007). According to Dixon, Smith, and Guill (2013), “illiteracy, weak institutions, limited infrastructure, limited technology and information, poor access to resources, low management capabilities, land degradation, excessive exploitation of natural resources, overpopulation, and many other factors” make Africa particularly vulnerable to the effects of climate change (UN 2010).

The alarming rate of diseases, water scarcity, and stress in Africa are manifestations of climate change (Guernier, Hochberg, & Guegan 2004; WHO 2004). (Ashton 2002),

Hunger (Fischer 2002), wars (Harrus & Baneth, 2005; Ashton, 2002), floods and droughts (Few, Ahern, Matthies, & Kovats 2004; Nicholls 2004; McMichael et al. 2008 and Christensen et al. 2007), migration (Adger et al. 2009), and famine are just a few of the human-caused disasters (Boko, Niang, Nyong, Vogel, Githeko, Medany, Osman-Elasha, Tabo & Yanda, 2007).

There have been international efforts to combat climate change for a few decades. The United Nations Framework Convention on Climate Change (UNFCCC) was established in 1992 to coordinate national efforts in the fight against climate change on a global scale (UNFCCC 2014). Regional commitments have taken many different forms, including financial and technical support. The 1992 creation of the UNFCCC was to consider mitigation measures for climate change. The UNFCCC’s agreements and other actions led to

the 1995 adoption of the Kyoto Protocol, which imposes legal obligations on signatory nations to reduce their emissions. The first commitment of the Protocol, which ran from 2008 to 2012, is anticipated to be extended until 2020, when the second commitment will come to an end (UNFCCC, 2014). These changes, along with a number of others, amply demonstrate how serious the world now takes climate change.

The effects and dangers of climate change are not unique to Ghana. The country has experienced a noticeable increase in temperature over the past few decades, along with associated variations in rainfall. Over the past few decades, the average annual temperature has increased while rainfall has decreased significantly (Government of Ghana,

McSweeney, New, & Lizcano; GoG, 2011 The temperature is expected to rise in (n.d.).

Within the next few decades, rainfall is expected to drop by more than 11 percent and temperatures are predicted to rise by an average of 2 degrees Celsius (GOG 2007). Minia (2008) and Dontwi &Buabeng (2008) predict that these changes and their worst manifestations will soon affect the nation.

Concerns have already been raised about how climate change will affect Ghana’s people and economy. Natural resources are under stress due to climate change, which is also causing problems with river and stream systems, power generation, and flooding (Dontwi et al. 2008; Gyau-Boakye 2001). (Brown and Crawford 2008). Other anticipated effects include those on food and water insecurity, issues with the power supply (E-parl 2008, GoG 2007), flooding (Brown & Crawford 2008), migration (Geest &Jeu 2008), and intensifying climate change.

(DANIDA 2008) Poverty and health issues have a negative impact on socioeconomic growth and development.

Since the 1980s, when climate change first gained attention on the public agenda, communication and education about it have started and grown more intense. By addressing the current and potential effects of climate change (Frumkin & McMichael, 2008; Commonwealth Secretariat, 2009), ensuring greater public understanding and engagement on climate policy and issues (Ockwell, Whitmarsh & O’neil, 2009; PCGCC 2009 and Leiserowitz, Maibach, Roser- Renouf & Smith, 2010a), and bridging the gap between science and society (Pruneau, Khattabi & Demers (Fischhoff, 2007).

Public participation is crucial for a country’s ability to adapt to or mitigate climate change (Moser 2008a,

also seeEkman & Amna

2009). Early climate change communication methods were found to be ineffective because they concentrated on reports of scientific findings (Weart 2003). This, according to Bak (2001) and Sturgis & Allum (2004), is a result of communicators relying on the information deficit model, which links a lack of public engagement to a lack of knowledge and understanding of the populace. The model essentially encourages giving people more information and justification in order to motivate them to take action.

According to Moscovi’s Social Representation Theory (SRT), which was published in 1984, understanding the public’s perception of climate change can be crucial for effective climate change engagement and communication strategies. By calling for more research on public understanding, Leiserowitz, Maibach & Roser (2008), Shome & Max (2009), and Moser (2010) support this assertion. They include that

When such studies are aimed at comprehending people’s experiences and perceptions, they will be more pertinent. Low public response will still result from its absence ( Exley and Christie, 2003)

Issues with civic engagement among young people as well as adaptation and mitigation cannot be discussed separately. If social issues are pertinent to their personal experiences, young people are more likely to become involved in them (Brady, Dolan, Kearns, Kennan, McGrath, Shaw and Brennan, 2012). According to Brennan (2008), recognizing the adaptability and wellbeing of young people is a greater resource for community and national well-being. The World Bank (2002) also notes that students are a nation’s primary source of innovation and support knowledge-driven economic growth strategies, national innovation systems, and the creation of democratic, socially cohesive societies.

an educated populace.

University students are considered to be a country’s best hope and most useful resource in the effort to achieve sustainable development (Weehen, 2000). They are powerful instruments for making strategic national decisions, potential change agents, and policy implementers (Gellin 2003). Therefore, it would be wise to learn how Ghanaian university students felt about the issue of climate change.

SITUATION OF THE PROBLEM

Research, education, and public awareness are cited as essential tools to combat human-caused climate change (Moser 2010).

Research needs to focus on the public’s reluctance to alter relevant behaviors, especially in light of the apparent rises in public awareness of the scientific justifications (Exley & Christie, 2003).

Public reactions and engagement to climate change remains noticeably incomplete in Ghana. Leiserowitz, Maibach & Roser, (2008) and Shome

According to Max & Max (2009), research should concentrate on comprehending the perspectives, attitudes, and beliefs of the local population for efficient communication (see also Crompton & Kasser, 2010). Jaspal et al. (2014) assert that this is not the current practice. The effectiveness of communication and public understanding of climate change is not well supported by empirical data (Pidgeon& Fischhoff 2011).

The few studies that are currently available have primarily focused on the west and vulnerable, underdeveloped African nations like Ghana (BBC 2009, Shahadu, 2012, Leiserowitz 2007).

Despite the fact that prior studies have shown that the Ghanaian public does not comprehend climate change, this cannot be justified for university students. Students at universities are unique individuals who have extensive access to knowledge and information sources. Additionally, earlier studies in Ghana did not

emphasize how understandings are converted into responses by individuals. In light of this, it is essential to conduct research on university students’ perceptions of and responses to climate change, with a focus on their experiences and beliefs.

1.3 STUDY’S OBJECTIVE

The following objectives are set forth in this study in order to evaluate students’ comprehension of and responses to climate change:

1. Assess the students’ knowledge and comprehension of climate change.

2. Ascertain the degree to which students are familiar with and supportive of climate change as a problem.

3. Describe the students’ reactions to information about climate change, issues with adaptation, and mitigation.

1.4 QUESTIONS FOR RESEARCH

The following queries serve as the study’s compass;

1. What are the students’ comprehension and knowledge levels regarding climate change?

2. To

How well-versed in environmental issues are the students when it comes to climate change?

3. How are the students responding to requests for behavior modification, mitigation, and adaptation?

1.5 RELATIONSHIP TO OTHER STUDIES

This study’s significance cannot be overstated. This study will add to the sparse body of literature and knowledge on climate change, especially in the field of social science. Additionally, it will make it easier for different stakeholders to comprehend and value how the public—particularly the educated and intellectual—are reacting to the problem. The research’s conclusions will

also contribute to the creation of more effective and strategic communicative tools to elicit desired responses. It will be a useful tool for recommending changes to certain curricula and extracurricular activities to university and educational authorities. It

It is hoped that this study will advance efforts at adaptation and mitigation and promote sustainable living. Most importantly, the study will determine the degree of student responses to climate change that are critical to environmental sustainability and policy.

1.6 THE STUDY’S SCOPE

The study was only conducted on university students at the University of Cape Coast, which is situated inside the metropolis of Cape Coast in Ghana’s Central Region. The study acknowledged the urgent need for Ghana today and the rest of the world to address a serious environmental issue like climate change. The study had a particular focus on climate change adaptation and mitigation strategies. It contends that perception and comprehension of a problem do not always ensure

action. Due to the research’s intended purpose, the study’s scope was restricted to the perceptions and reactions of students. Assimilation and responses were evaluated based on participants’ agreement with the issues and their participation in pro-climate change activities, while comprehension and knowledge were assessed using comparisons to internationally recognized definitions.

Limitations of the research

The study acknowledges that university students in Ghana are dispersed across almost all of the nation’s regions, and that even at the University of Cape Coast, where there are many and varied courses and programs, it was not possible to include all of them due to time and resource limitations. Given the time constraints and the research’s emphasis on gathering data from numerous respondents,

Only questionnaires were used as data collection instruments.

1.8 TERM DEFINITION

Climate change refers to both the large-scale changes in weather patterns that result from global warming caused by human-induced greenhouse gas emissions.