Assessment of Video-based Educational Intervention on Knowledge, Attitudes, and Practices Toward Climate Change among Undergraduate College Students of Belagavi, Karnataka

Abstract Context: Climate change poses urgent challenges, especially for developing nations like India, where projected climate-related losses may reach USD 366 billion by 2100. Despite international efforts, public understanding – particularly among youth – remains limited. Aims: The present study aims to assess the effect of a video-based educational intervention on the knowledge, attitude, and practices of undergraduate college students toward climate change. Settings and Design: This cross-sectional study evaluates the effectiveness of a structured, video-based intervention in enhancing climate-related knowledge, attitudes, and practices among 320 undergraduate students in Belagavi, Karnataka. Subjects and Methods: Using a pre–post interventional design, participants engaged with a 16-min educational video, an interactive session, and supplementary materials. Statistical Analysis Used: Effect sizes were calculated using: • Cohen’s w for categorical attitude changes (0.1 = small, 0.3 = medium, 0.5 = large) • Cramér’s V for practice adoption (0–1 scale). Results: Significant improvements were observed postintervention: climate awareness rose from 91% to 99%, misconceptions declined, and understanding of greenhouse gases reached 100%. Attitudinal shifts demonstrated large effect sizes, particularly in areas such as policy support and personal responsibility. Practice changes were strongest in energy-saving behaviors and waste segregation, though limited in higher-effort actions like carpooling. Conclusions: These findings affirm that targeted video education can significantly influence climate literacy and ecoconscious behaviors. However, systemic barriers persist, underscoring the need for integrated curricular reforms and structural support.