Assessing first-year geography-major students’ knowledge of climate change and their educational needs – a study in Wuhan, China

It is critical and urgent for China to enhance its young people’s climate literacy through effective climate change education. However, little is known about Chinese college students’ climate change education experiences and their knowledge of climate change. In this study, we surveyed first-year geography-major students (<i>n</i> = 437) from Central China Normal University in Wuhan, China. We first analyzed the requirements of secondary school geography curriculum standards on climate and climate change. Then, we surveyed their secondary school learning experiences and knowledge of scientific concepts underlying the climate system and climate change. Despite most students reporting that they have received climate change education of some kind, misconceptions, or lack of knowledge about climate change were common. Students’ secondary school climate change education experiences, especially in the geography curriculum, could possibly explain the large variations in students’ knowledge levels. We further provide policy and curriculum suggestions on future improvements in climate change education in geography programs in higher education of China.