Attitude of students towards climate change impact

Introduction

Climate change has emerged as a defining challenge to global development, with its impacts falling most heavily on developing countries where adaptive capacity and institutional preparedness remain limited. The consequences of a changing climate extend across interconnected systems, affecting human health, ecological stability, biodiversity, agricultural productivity, economic growth, tourism, and the availability of freshwater resources (Kovats et al., 2005; Ebi et al., 2006; Arnell, 2004) [8,5,3] . These multidimensional impacts have elevated climate change from an environmental concern to a critical threat to sustainable development at the global scale (Ahchong & Dodds, 2012) [1] . Observable phenomena such as sea-level rise, increasing frequency of droughts, glacial retreat, and disrupted hydrological cycles highlight the accelerating nature of climate-related risks, with Asian regions projected to experience pronounced water stress in the future (Whaley, 2008) [13] . Contemporary climate change is widely attributed to anthropogenic processes that alter atmospheric composition beyond the limits of natural climatic variability (UNFCCC, 2007). The Intergovernmental Panel on Climate Change (IPCC, 2007) [7] identifies the rapid accumulation of carbon dioxide (CO₂) and other greenhouse gases as the primary driver of global warming. Agricultural activities contribute significantly to this process through multiple emission pathways, including methane (CH₄) released during enteric fermentation in ruminants and anaerobic conditions in flooded rice systems, as well as nitrous oxide (N₂O) emissions associated with the intensive application of chemical fertilisers (Obadiah, 2010) [10] . These emissions intensify the greenhouse effect, thereby accelerating increases in global mean temperatures. While technological innovation and policy reforms are essential for addressing climate change, effective responses also depend on human attitudes and willingness to engage with mitigation and adaptation efforts. Higher education institutions play a pivotal role in shaping these orientations, particularly among agriculture students who are expected to assume key roles in managing climate risks within food and farming systems. Research in educational psychology indicates that students' engagement with complex socioscientific issues is strongly influenced by pedagogical approaches that encourage reflection, dialogue, and persuasion (Alexander et al., 2002; Murphy, 2001; Sinatra & Kardash, 2004) [2,9,11] . In social psychology, attitudes are conceptualised as evaluative tendencies that shape how individuals interpret, respond to, and act upon specific issues or phenomena (Crano & Prislin, 2006) [4] . Within the agricultural domain, students' attitudes towards climate change impacts are www.extensionjournal.com therefore of particular importance, as they may influence future professional decisions related to adaptation strategies, mitigation practices, and sustainable resource management. Despite this relevance, empirical research examining agriculture students' attitudes towards climate change especially in developing-country contexts remains limited. Addressing this gap is critical for informing curriculum design and pedagogical strategies aimed at developing climate-responsive agricultural professionals. Accordingly, the present study focused on examining the attitudes of undergraduate agriculture students towards the impacts of climate change on agricultural systems. In addition, the study analysed the influence of selected personal, educational, and informational variables on agriculture students' attitudes towards climate change impacts.

Materials and Methods

The study was carried out in Telangana State, India, using a multistage random sampling technique. The investigation was conducted at Professor Jayashankar Telangana Agricultural University (PJTAU). An ex-post facto research design was adopted, with the sample comprised of 120 undergraduate agriculture students enrolled in the final year of the B.Sc. (Hons.) Agriculture programme, who were selected randomly from the target population. Final-year students were purposively considered suitable for the study owing to their extensive academic exposure to agricultural sciences, environmental studies, and climate-related coursework. Primary data were collected using a structured and pre-tested interview schedule administered online through Google Forms to ensure accuracy, convenience, and minimal response bias. The collected data were systematically coded, classified, tabulated, and analysed to facilitate meaningful interpretation. Attitude statements were ranked based on index scores, and Pearson's correlation coefficient was employed to examine the relationships between selected independent variables and the dependent variable.

Results and Discussion

Table 1 depicted the attitude of students towards climate change impact in agriculture, measured through an index score and corresponding ranking for thirteen statements. The results revealed an overall positive and progressive attitude among students regarding climate change mitigation and the reduction of carbon emissions in the agricultural sector. I think that focusing on carbon emissions will harm agricultural productivity. 66.50 11 13.

I believe that consumers should consider the carbon footprint of their food choices. 80.17 8

The highest-ranked statement (Index = 90.50) reflects a strong belief that reducing carbon emissions is crucial for the sustainability of agriculture, indicating high awareness of the long-term environmental challenges facing the sector. Similarly, students strongly agreed that awareness of carbon emissions should be a key component of agricultural education (Index = 88.83) and that every agricultural stakeholder has a role in reducing carbon emissions (Index = 88.67). These high index values demonstrate a shared sense of responsibility and recognition of education as a critical driver of climate action.

Statements emphasizing the prioritization of climate change education in agricultural curricula and the viability of sustainable farming practices also received high rankings, suggesting that students view sustainability and productivity as compatible rather than conflicting goals. Furthermore, a substantial proportion of students expressed willingness to adopt new technologies to reduce farm-level carbon footprints and supported placing greater emphasis on carbon emission reduction within agricultural education. In contrast, statements reflecting resistance or negative attitudes towards climate action received comparatively lower index scores. Notably, statements such as unwillingness to change farming practices, lack of interest in carbon offset programs, and the perception that focusing on carbon emissions may harm agricultural productivity were ranked lower. This indicates that while some skepticism or hesitation exists, it is less dominant among the respondents.

Overall, the table highlights that students possess a favourable attitude toward climate change mitigation in agriculture, with strong support for educational reform, sustainable practices, and shared responsibility. However, the lower-ranked statements suggest the need for targeted awareness and practical demonstrations to address concerns related to productivity, economic implications, and adoption of climate-friendly practices. This underscores the importance of strengthening experiential learning and policy-oriented education to translate positive attitudes into concrete action. The relationship between selected independent variables and the attitude of students towards climate change impact was www.extensionjournal.com analysed using correlation analysis. The results shown in Table 2, indicated that a few academic, informational, and psychological variables had a significant influence on students' attitude, whereas most socio-demographic variables did not show any significant association.

Conclusion

This study confirms that agriculture students maintain a favourable attitude toward climate change mitigation, viewing sustainability and productivity as complementary goals. Results demonstrate that educational and informational variables specifically academic curriculum, awareness, and media exposure outweigh sociodemographic factors in shaping these views. Because curriculum content has the strongest correlation (r = 0.266**) with positive attitudes, institutions should prioritize climate-integrated learning and practical demonstrations. Fostering these orientations is crucial for developing a workforce capable of implementing carbonfriendly practices and ensuring the long-term sustainability of global agricultural systems.

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