KNOWLEDGE, ATTITUDE AND PRACTICE TOWARDS CLIMATE CHANGE ADAPTATION AND MITIGATION AMONG UNIVERSITY STUDENTS IN KAZAKHSTAN: A MIXED METHODS APPROACH

Abstract

Background: Climate change (CC) poses significant environmental and health risks, yet understanding its impacts and mitigation strategies varies among different populations. This study examines students' knowledge, attitudes, and practices (KAP) towards climate change, explores sociodemographic differences, investigates perceptions and barriers through qualitative insights, and assesses media consumption patterns to identify effective climate communication strategies. Findings aim to inform targeted interventions that enhance climate literacy and engagement among youth. Methods: This study employed a mixed-methods approach with a concurrent embedded design. A cross-sectional study was conducted among 369 university students in Kazakhstan. An independent two-sample t-test and ANOVA were used to assess statistical significance between sociodemographic characteristics and KAP scores. Multivariate linear regression analysis was conducted to find a statistically significant model. The qualitative component followed a phenomenological approach, employing semi-structured interviews. A purposive sample of 10 participants, who volunteered during the survey phase, was selected, from those who expressed interest during the survey phase, specifically targeting students who are interested and knowledgeable about CC or actively involved in climate action. Results: The majority of respondents demonstrated adequate knowledge (47.43%, n = 175), an average attitude towards CC (50.95%, n = 188) and average practices (72.09%, n = 266). Females demonstrated higher KAP levels, which was statistically significant. A statistically significant association was found between knowledge and type of residence. Students residing in urban areas demonstrated higher knowledge scores. Students who held leadership positions in student organizations (p-value= 0.04) and in business organizations (p-value= 0.01) had lower knowledge scores compared to those who did not hold such positions. Those who do not work have a higher level of attitude (p = 0.0124). Students in their third year of study showed significantly higher attitude scores compared to first-year students (p-value= 0.05). Students in the health field had 2.4 higher attitude scores than those in social sciences (p-value= 0.026). Students who held leadership positions in business had 4.8 significantly lower attitude scores compared to those who did not hold such positions (p-value= 0.009). Full-time working students had lower practice scores (p-value= 0.0399). Students who held leadership positions in business had significantly lower attitude and practice scores compared to those who did not hold such positions (p-value= 0.009). Students living in Western Kazakhstan showed significantly higher practice scores by 3.3 compared to those living in Northern Kazakhstan (p-value = 0.023).The students' interview responses were classified under 4 themes including understanding of CC, mitigation and adaptation, attitude towards CC efforts, suggestions for projects, and potential barriers to pro-environmental behaviour. Conclusion: This study highlights gaps in climate change knowledge, attitudes, and practices among university students in Kazakhstan. Applying the KAP model, universities can strengthen climate literacy by enhancing knowledge, shaping positive attitudes, and promoting practical pro-environmental behaviors. Leveraging effective communication platforms and interactive learning can help create a more environmentally conscious and proactive student community.