Conceptions of climate change across cognitive, affective, and behavioural dimensions among adolescents: Insights from Indonesian upper-secondary students

A learner-centred approach to climate change education requires understanding learners’ existing conceptions of climate change. However, limited studies have explored these conceptions among adolescents in the Global South, particularly in Southeast Asia. This study surveyed 4,501 upper-secondary students across four municipalities in Indonesia, examining their cognitive, affective, and behavioural dimensions of climate change conceptions. Cluster analysis revealed three distinct groups: the Uncertain (26%), the Learners (46.7%), and the Advocate (27.3%). Multiple linear regression analysis identified past experience, grade levels, religion, ethnicity, and personal values as variables that significantly influence conceptions. The findings indicate lower cognitive conceptions compared to affective and behavioural ones, highlighting the need to strengthen students’ knowledge alongside leveraging their emotions and actions. These insights provide guidance for designing climate change education that fosters holistic engagement and addresses diverse learner profiles, particularly in the context of the Global South.