Indicators of Teaching Practices and Student Dispositions on Climate Change Mitigation in Higher Education

Laborde J.Z.; Guevara J.Z.; González R.A.; Robalino G.G.; Ulloa C.G.; Salirrosas L.M.G. · ETCM 2025 - 9th Ecuador Technical Chapters Meeting (2025) · DOI: 10.1109/etcm67548.2025.11304313

Resumen

This study aimed to analyze the impact of teaching indicators on the disposition of university biology students toward climate change mitigation. The research addresses a critical problem: despite the urgency of climate action, students in scientific fields often lack the pedagogical stimuli necessary to develop strong environmental commitment. A quasi-experimental, cross-sectional, and quantitative design was implemented, comparing an experimental group that received targeted instructional interventions with a control group. The sample included 429 students, and data was collected using a validated Likert-scale questionnaire composed of eight dimensions related to teaching strategies and climate disposition. The instrument showed high internal reliability (Cronbach's α=0.938), sampling adequacy (KMO=0.839), and a significant Bartlett's test of sphericity (χ2 =1591.059, p<.001). Statistical analysis using independent samples t-tests revealed significant differences (p<.001) across all dimensions, with large effect sizes. Principal Component Analysis (PCA) and parallel analysis confirmed a two-component structure: the first related to teaching practices (planning, training, resources, methodologies), and the second to students' climate-related dispositions (knowledge, attitude, commitment, perceived efficacy). These findings support the effectiveness of pedagogical indicators in fostering environmental responsibility. The study concludes that integrating climate-focused teaching strategies can significantly enhance students cognitive, attitudinal, and behavioral readiness to act against climate change, reinforcing the importance of structured instructional design in higher education science programs. The eight evaluated dimensions were: teaching planning, use of teaching resources, teacher training on climate change, teaching methodologies, climate change knowledge, attitude toward climate mitigation, commitment to environmental action, and perception of educational efficacy.

Instituciones: Universidad Nacional de Trujillo