Multi-Factor Analysis of Climate Change Awareness in Higher Education: Evidence from University Students

Abstract

Climate change is one of the most pressing global challenges, and higher education students play a critical role in fostering sustainability awareness. This study investigates the influence of institutional support, digital learning tools, peer discussion, and educational exposure on climate change awareness among university students. A quantitative research design was employed, with a sample of 286 students determined using Yamane’s formula. Data were collected through a structured questionnaire with validated Likert-scale items and analyzed using SPSS, including descriptive statistics, reliability analysis, Pearson correlation, and multiple linear regression. The results indicate that all independent variables significantly and positively influence students’ climate change awareness. Educational exposure and institutional support were the strongest predictors, followed by digital learning tools and peer discussion. The regression model explained 53% of the variance in awareness, demonstrating that combined educational, institutional, and technological interventions substantially enhance climate literacy. These findings highlight the importance of multi-dimensional strategies in higher education to foster environmental knowledge and pro-environmental behavior. The study contributes to the literature by providing an evidence-based assessment of the key educational determinants of climate awareness. Policy implications suggest the integration of interdisciplinary courses, digital learning platforms, peer collaboration initiatives, and institutional support mechanisms to enhance students’ engagement with sustainability issues.