Awareness of Climate Variability and Change among Undergraduate Students of Kenyatta University in Nairobi City County, Kenya
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Date
2025-06
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Kenyatta University
Abstract
Challenges posed by climate change require the public to have an in-depth understanding of climate variability and change in order to address them adequately. Research however shows that awareness levels are still low in most parts of the world, particularly in Africa, a continent which faces higher vulnerability to the impacts of climate change. Therefore, public education is necessary, to raise awareness levels on the subject, since awareness is key to effective climate action. The study assessed awareness levels of climate variability and change among undergraduates of Kenyatta University, in Kenya. The objectives of the research were to find out how students’ knowledge and awareness of climate change varies with study discipline and year of study, and how these variables influence participation in mitigation and adaptation. The research design used was a quasi-experimental, in which course units on environmental education and climate change were considered the treatment variable. Three schools were purposively sampled; the School of Environmental Studies was the experimental group, because of exposure to the treatment variable, while the control group constituted of two schools namely; School of Business and School of Humanities and Social Sciences. Stratified random sampling was then used to select a sample size (n=375) which was distributed proportionally per year of study. Data collection was by use of a questionnaire. The data collected which was mainly quantitative, was statistically analysed using SPSS version 25. Kruskal Wallis one-way analysis of variance was used to test for the difference in medians of the three independent groups and their distributions. The results showed that there is a statistically significant difference in medians of climate change knowledge level across the schools’ category, (p=0.00, df=2, X2= 41.14). There was also a significant difference in the distribution of climate change knowledge across the schools (p=0.00 df=3, X2=17.97). School of Environmental Studies exhibited a significantly high level of awareness and knowledge of climate change (n=71, Mean=4.09, SD=0.51) and the three groups were statistically different from each other, F (2,372) =18.26, p=0.00. Hypotheses were tested at p≤0.05 and the results were presented using tables and box plots. The observed results underscore the need to review the university curriculum to incorporate adequate content on climate change across disciplines and years of study, in order to scale up awareness and build capacity for climate action. This initiative will ensure that graduates are equipped with adequate knowledge and skills to take part in climate change advocacy programs, hence cascading the same to the general public for meaningful action.
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Environmental Studies (Climate Change and Sustainability) in the School of Agriculture and Environmental Sciences of Kenyatta University, June 2025
Supervisors;
1. James K. Koske
2. Everlyn Wemali