Postawy reprezentantów pokolenia Z wobec wyzwań klimatycznych w kontekście Modelu Ograniczeń Planety

• Authors: Karolina Anna Nowak , Krzysztof Durczak , Maria Bartkowiak

Title variants

EN

Attitudes of representatives of generation Z towards climate challenges in the context of the Planetary Boundaries

Abstracts

EN

The main aim of the article is to present the research on axiological attitudes among high school students in Poland, referring to their interest in ecological issues and the desire to be a conscious, active participant in the ongoing discussion. The article describes four attitudes among students representing generation Z – distinguished on the basis of k-means cluster analysis. These attitudes were identified as the expression of a specific evaluation of each of nine ecological issues, elaborated within the Planetary Boundaries model. The evaluative statements clustered into attitudes (apathetic, uninterested, interested, engaged) were discussed in the context of the knowledge about climate challenges declared by young people, opinions about responsibility for solving climate problems and willingness to take pro-climate actions. Finally, educational recommendations were formulated.

Keywords

EN

axiological attitudes; climate challenges; generation Z; Planetary Boundaries

• Publisher: Kancelaria Sejmu / Chancellery of the Sejm
• Journal: Studia BAS
• Year: 2023
• Issue: 2(74)
• Pages: 233-259

Dates

published

2023

Contributors

author

Karolina Anna Nowak

• Uniwersytet Ekonomiczny w Poznaniu

• https://orcid.org/0000000220918965

author

Krzysztof Durczak

• Uniwersytet Ekonomiczny w Poznaniu

• https://orcid.org/0000000161998634

author

Maria Bartkowiak

• Uniwersytet im. Adama Mickiewicza w Poznaniu

• https://orcid.org/0009000654953394

References

• Akrofi M.M., Antwi S.H., Gumbo J.R., Students in Climate Action: A Study of Some Influential Factors and Implications of Knowledge Gaps in Africa, „Environments” 2019, t. 6, nr 12, https://doi.org/10.3390/environments6020012.
• Ameen N., Anand A., Generation Z in the United Arab Emirates: A Smart-Tech-Driven iGeneration [w:] The New Generation Z in Asia: Dynamics, Differences, Digitalisation (The Changing Context of Managing People), Emerald Publishing Limited, Bingley 2020.
• Arcagni A., Fattore M., Maggino F., Vittadini G., Some Critical Reflections on the Measurement of Social Sustainability and Well-Being in Complex Societies, „Sustainability” 2021, t. 13, nr 22(12679), https://doi.org/10.3390/su132212679.
• Arias A., Feijoo G., Moreira M., New Environmental Approach Based on a Combination of Planetary Boundaries and Life Cycle Assessment in the Wood-Based Bioadhesive Market ACS Sustain, „ACS Sustainable. Chemistry & Engineering” 2022, t. 10, nr 34, https://doi.org/10.1021/acssuschemeng.2c03058.
• Barbier E.B., Burgess J.C., Sustainable Development Goal Indicators: Analyzing Trade-Offs and complementarities, „World Development” 2019, nr 122, https://doi.org/10.1016/j.worlddev.2019.05.026.
• Blachnicka-Ciacek D., Młodzi Polacy wobec kryzysu klimatycznego, „Youth Working Papers” 2020, nr 1, https://doi.org/10.23809/8.
• Burkholder K.C., Devereaux J., Grady C., Solitro M., Mooney S.M., Longitudinal Study of the Impacts of a Climate Change Curriculum on Undergraduate Student Learning: Initial Results, „Sustainability” 2017, t. 9, nr 6(913), https://doi.org/10.3390/su9060913.
• Burnham K.P., Anderson D., Multimodel Inference: Understanding AIC and BIC in Model Selection, „Sociological Methods & Research” 2016, t. 33, nr 2, https://journals.sagepub.com/doi/10.1177/0049124104268644.
• Casalegno C., Candelo E., Santoro G., Exploring the Antecedents of Green and Sustainable Purchase Behaviour: A Comparison among Different Generations, „Psychology and Marketing” 2022, t. 39, nr 5, https://doi.org/10.1002/mar.21637.
• Edukacja klimatyczna w Polsce 2022 - rekomendacje Okrągłego Stołu, UN Global Compact, Warszawa 2022, https://edukacjaklimatyczna.org.pl/wp-content/uploads/2022/06/Edukacja-Klimatyczna-w-Polsce-2022-rekomendacje-Okraglego-Stolu.pdf.
• Erlandsson J., Bergmark P., Höjer M., Establishing the Planetary Boundaries Framework in the Sustainability Reporting of ICT Companies: A Proposal for Proxy Indicators, „Journal of Environmental Management” 2023, t. 329, nr 117032, https://doi.org/10.1016/j.jenvman.2022.117032.
• Filho W.L. et al., An Assessment of Attitudes and Perceptions of International University Students on Climate Change, „Climate Risk Management” 2023, t. 39, nr 100486, https://doi.org/10.1016/j.crm.2023.100486.
• Fister-Gale S., Forget Millennials: Are You Ready for Generation Z, „Chief Learning Officer” 2015, t. 14, nr 7.
• Grapsas S., Becht A.I., Thomaes S., Self-Focused Value Profiles Relate to Climate Change Skepticism in Young Adolescents, „Journal of Environmental Psychology” 2023, t. 87, nr 101978, https://doi.org/10.1016/j.jenvp.2023.101978.
• Grevsmühl S., Briday R., Satellite Images as Tools of Visual Diplomacy: NASA’s Ozone Hole Visualizations and the Montreal Protocol Negotiations, „The British Journal for the History of Science” 2023, https://doi.org/10.1017/S000708742300002X.
• Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, Pearson Prentice Hall, 2010.
• Hirai T., Comim F., Measuring the Sustainable Development Goals: A Poset Analysis, „Ecological Indicators” 2022, t. 145, nr 109605, https://doi.org/10.1016/j.ecolind.2022.109605.
• Janczarska-Bergel K., Niska świadomość ekologiczna studentów efektem niewystarczającego kształcenia przyrodniczego na wcześniejszych etapach edukacyjnych, „Annales Universitatis Paedagogicae Cracoviensis. Studia Geographica” 2018, nr 12, https://doi.org/10.24917/20845456.12.6.
• Kodinariya T.M., Makwana P.R., Review on Determining Number of Cluster in K-Means Clustering, „International Journal of Advance Research in Computer Science and Management Studies” 2013, t. 1, nr 6, https://www.researchgate.net/publication/313554124_Review_on_Determining_of_Cluster_in_K-means_Clustering.
• Kozaczyński W., Edukacja ekologiczna młodzieży szkół ponadpodstawowych w rejonie małopolskim, „Annales Academiae Paedagogicae Cracoviensis. Studia ad Educationem Defensoriam Pertinentia I” 2005, nr 24, https://rep.up.krakow.pl/xmlui/bitstream/handle/11716/6720/AF024--03--Edukacja-ekologiczna--Kozaczynski.pdf?sequence=1.
• Kozłowska A., Edukacja ekologiczna w polskiej podstawie programowej, „Rocznik Pedagogiczny” 2021, nr 44, https://doi.org/10.2478/rp-2021-0009.
• Körfgen A., Keller L., Kuthe A., Oberrauch A., Stötter H., (Climate) Change in Young People’s Minds: From Categories Towards Interconnections between the Anthroposphere and Natural Sphere, „Science of the Total Environment” 2017, nr 580, https://doi.org/10.1016/j.scitotenv.2016.11.127.
• Kuthe A., Körfgen A., Stötter J., Lars L., Strengthening their Climate Change Literacy: A Case Study Addressing the Weaknesses in Young People’s Climate Change Awareness, „Applied Environmental Education & Communication” 2020, t. 19, nr 4, https://doi.org/10.1080/1533015X.2019.1597661.
• McElreath R., Statistical Rethinking: A Bayesian Course with Examples in R and Stan, CRC Press, 2016.
• McKenzie M., The Geopolitics of Climate Change and Education Policy [w:] red. R.J. Tierney, F. Rizvi, K. Ercikan, International Encyclopedia of Education (Fourth Edition), Elsevier, 2023, https://doi.org/10.1016/B978-0-12-818630-5.01016-2.
• Molthan-Hill P., Worsfold N., Nagy G.J., Filho W.L., Mifsud M., Climate Change Education for Universities: A Conceptual Framework from an International Study, „Journal of Cleaner Production” 2019, nr 226, https://doi.org/10.1016/j.jclepro.2019.04.053.
• Persson L., Carney Almroth B.M., Collins Ch.D., Cornell S., de Wit C.A., Diamond M.L., Fantke P., Hassellöv M., MacLeod M., Ryberg M.W., Jřrgensen P.S., Villarrubia-Gómez P., Wang Z., Hauschild M.Z., Outside the Safe Operating Space of the Planetary Boundary for Novel Entities, „Environmental Science & Technology” 2022, t. 56, nr 3, https://doi.org/10.1021/acs.est.1c04158.
• Porter M.E., Kramer M.R., Creating Shared Value [w:] Managing Sustainable Business. An Executive Education Case and Textbook, red. G.G. Lenssen, N.C. Smith, Springer, 2011, https://doi.org/10.1007/978-94-024-1144-7.
• Priporas C.V., Stylos N., Fotiadis A.K., Generation Z Consumers’ Expectations of Interactions in Smart Retailing: A Future Agenda, „Computers in Human Behaviour” 2017, nr 77, https://doi.org/10.1016/j.chb.2017.01.058.
• Rockström J. et al., Planetary Boundaries: Exploring the Safe Operating Space for Humanity, „Ecology and Society” 2019, t. 14, nr 2, http://www.ecologyandsociety.org/vol14/iss2/art32/.
• Steffen W., Richardson K., Rockström J., Cornell S.E., Planetary Boundaries: Guiding Human Development on a Changing Planet, „Science” 2015, t. 347, nr 1259855, https://doi.org.10.1126/science.1259855.
• Szreder M., Losowe i nielosowe próby w badaniach statystycznych, „Przegląd Statystyczny” 2010, t. 57, nr 4.
• Zboroń H., Koniec idei CSR. Nowy początek?, „Ruch Prawniczy, Ekonomiczny i Socjologiczny” 2022, t. 84, nr 2, https://doi.org/10.14746/rpeis.2022.84.2.11.
• Zielińska M., Szaban D., Metodologiczne problemy w badaniach pokoleń. Wybrane zagadnienia, „Rocznik Lubuski” 2011, t. 37, nr 2, http://www.roczniklubuski.uz.zgora.pl/wydania/tom_37/Rocznik_Lubuski_37_2.pdf#page=33.

Identifiers

DOI

10.31268/StudiaBAS.2023.20

Biblioteka Nauki

2230929