Chinese undergraduates and climate change: what they think, what they do and what they need

Purpose This study aims to investigate the attitudes, perceptions and mitigation behaviors of Chinese undergraduates regarding climate change. This study also examined the prospects of climate education in Chinese universities. Design/methodology/approach Through an online survey, more than a thousand undergraduates from representative universities in central, eastern and western China reported their attitudes, perceptions, mitigation behaviors and curriculum demands regarding climate change. Heterogeneities across different groups were also analyzed. Findings Overall, Chinese undergraduates considered climate change a settled fact and had a good understanding of its effects. They also believed that the responsibility for emissions and the costs of mitigation should be determined based on the level of economic development. Meanwhile, female undergraduates and those who major in humanities and social sciences were more concerned about climate change. Overall, courses focusing on the impacts/consequences of climate change and mitigation measures were highly favored. Research limitations/implications Data collection was a limitation because of the large number of universities and students in China. A deeper analysis of the heterogeneities and influencing factors requires further investigation. Practical implications China’s higher education system needs to provide high-quality climate change courses for students. The course content should be designed to meet the students’ various demands for relevant knowledge. Originality/value This study provided a fresh investigation into the thoughts and behaviors of Chinese undergraduates regarding climate change. It also offered data support and policy recommendations for advancing climate education in China’s higher education system.