27

Climate change has become a pressing 
concern in the twenty-first century 
(Wong et al., 2022) and is threatening 

humanity, particularly those who have less 
capacity to adapt to climate change impacts 
(Berse, 2017). Adolescents (10-19 years age 
group) are also one of the vulnerable groups to 
climate-induced disasters (Baker et al., 2021; 
Rousell et al., 2020). Extreme climate-induced 
disasters such as droughts, floods and landslides 
can put their mental health and academic as 
well as intellectual development under threat 
(Clayton & Manning, 2017; Gibbs et al., 

2019). In the context of Nepal, adolescents are 
particularly vulnerable to disasters because of 
the high incidence of poverty, illness exposure, 
resource reliance, limited access to climate 
change adaptation knowledge, disaster risk 
reduction, rights, and protection (Plan Nepal, 
2012). According to the MoFE (2021), Dhading, 
Rolpa, Humla, Dolpa, Baitadi, Salyan, and 
Manang are highly vulnerable districts to climate 
change. Moreover, adolescents, women and 
marginalized communities of these districts are 
highly vulnerable because they have least access 
to relevant information, resources and capacity 

Banko Janakari, Vol 33 No. 1, 2023 Pp 27‒36https://doi.org/10.3126/banko.v33i1.49013

Climate change knowledge among the community school 
students of Sindhuli district of central Nepal

Knowledge of climate change is a key instrument to combat climate change and raise 
awareness of society, but only a few studies have been conducted to assess students’ 
knowledge level in Nepal. In this study, a semi-structured questionnaire survey was 
conducted on 140 students of grades 7, 8, 9, and 10 from four community schools 
to assess climate change knowledge. The results showed a statistically significant 
association between students’ responses to being aware (yes/no) of the term “climate 
change” across genders as well as across different grades. A majority of the surveyed 
students reported a rise in temperature (n=67.85 %) and increasing rainfall intensity 
(n=57.85 %) over the course of the years. More than half of the surveyed students 
(n=55 %) would like to receive climate change education through their own curriculum 
books. Similarly, 44.27 % of the surveyed students identified plantation activities as a 
key climate change adaptation measure that they could perform. The findings of our 
study has indicated that school education is the best medium for students to learn 
about climate change. Thus, environmental education programs should be widely 
promoted while climate change education needs to be integrated into school curricula 
to a greater extent.

Keywords: Adaptation strategies, adolescence, climate change education, global 
warming and school curriculum

N. KC 1*, V. Thapa Chhetri 2, S. Bhattarai 2, S. Subedi 2, M. Karki 2, 
B. Bhandari 3, B. Sharma 4, and S. Acharya 5, 6

 Received: 2, November 2022 Revised: 28, December 2022 Accepted: 16, August 2023 Published: 20, December 2023

1 WWF Nepal, Baluwatar, Kathmandu, Nepal. *Email: nishan.kc@wwfnepal.org
2 Tribhuvan University, Institute of Forestry, Pokhara, Nepal
3 Agriculture and Forestry University, College of Natural Resource Management, Udayapur, Nepal
4 Tribhuvan University, Institute of Agriculture and Animal Science, Paklihawa Campus, Rupandehi, Nepal
5 Department of Anthropology, University of Maine, Orono, ME, USA; Climate Change Institute, University of Maine, Orono, ME, USA;
6 Himalayan Conservation and Research Institute, Dolpa, Nepal

https://orcid.org/0000-0002-5895-9594
https://orcid.org/0000-0002-8046-4213
https://orcid.org/0000-0001-5882-0800
https://orcid.org/0000-0002-7839-5941
https://orcid.org/0000-0003-1392-8521
https://orcid.org/0000-0002-5400-327X


Banko Janakari, Vol 33 No. 1

28

KC et al.

to manage the impacts of climate change and 
related disasters (Mainlay & Tan, 2012). 

School education can be a strategic step towards 
climate education and social awareness. 
It creates a platform for intergenerational 
learning (Lawson et al., 2019). As students 
learn about disasters and climate change 
in their schools, they communicate the 
information with their parents and relatives, 
as well as provide practical ideas to recover 
from disasters (Tanner, 2010). Educational 
institutions like secondary schools can play a 
crucial role in result-oriented communication 
on climate change (Nerlich et al., 2010). It is an 
important means to combat climate change by 
enhancing students’ knowledge and ultimately 
raising the collective awareness of society 
(Anderson, 2012). Climate change education 
has been gaining significance in recent years 
because of the global interest in international 
and national educational programs (Læssøe & 
Mochizuki, 2015; UNESCO, 2009). Therefore, 
strengthening climate change education and 
awareness, adaptation, and mitigation is a 
goal shared by the government, educational 
institutions, national and international 
organizations, and other stakeholders in Nepal 
(MOFE, 2019; Plan Nepal, 2012). The National 
Climate Change Policy, 2019 of Nepal has also 
emphasized the causes and impacts of climate 
change and capacity building of the students 
through formal and non-formal education 
curricula of lower secondary- and secondary-
levels (GoN, 2019).

Information on students’ level of knowledge 
on climate change has been identified as the 
key instrument because it acts as a baseline for 
developing school curriculum education (Özdem 
et al., 2014; Punter et al., 2011). Furthermore, 
school students are the future climate activists at 
the local, national, and international levels, and 
they are responsible for reducing climate change 
vulnerabilities and passing on knowledge to 
the next generation (Seddighi et al., 2020). It 
is, therefore, important to assess their current 
state of knowledge on climate change. Several 
factors such as gender, age group, and academic 
grades can shape student’s knowledge and 

understanding of climate change (Ojala, 2015). 
Limited studies have attempted to quantify 
students’ knowledge regarding the impacts of 
climate change in Nepal (Devkota & Phuyal, 
2017; Gautam et al., 2021). Therefore, this 
study assessed students’ (adolescents’) level of 
knowledge on climate change and its impacts on 
health and biodiversity in the current context in 
the selected four community schools in Sunkoshi 
Rural Municipality of Sindhuli District. Our 
research can shed light on community school 
students’ current understanding and knowledge 
regarding climate change, which could be useful 
for local and national education institutions to 
strengthen climate change education in school 
curricula. The current study may not provide the 
whole scenario of Nepal, but it does serve as a 
foundation for future research in other parts of 
the country.

Material and methods

Study area

Four community schools within the Sunkoshi 
Rural Municipality of Sindhuli District of Nepal 
(see Figure 1) were selected to assess the students’ 
perceptions and level of knowledge regarding 
climate change. Sunkoshi Rural Municipality 
is located between 85° 47’ 30”-85° 59’ 10” E 
longitudes and between 27° 21’ 23”-27° 27’ 00” 
N latitudes, and is about 150 kilometers east from 
Kathmandu, the capital city of Nepal. The SRM 
exhibits subtropical type of climate, with major 
vegetation such as Chir Pine (Pinus roxburghii), 
Katus (Castanopsis spp.), and Chilaune 
(Schima wallichii). There are, altogether, 4,920 
households with a total of 18,136 populace 
consisting of various ethnic groups such as 
Brahman, Chhetri, Tamang, Magar, Damai, 
Kami, and Sarki (CBS, 2021). The SRM consists 
of around 21 secondary- and lower-secondary-
level community schools (SRM, 2018). Around 
64 % of the rural municipality area is occupied 
by forests (SRM, 2018). The Sindhuli district 
lies within a climate-induced disaster-prone zone 
due to its geographic and climatic conditions, 
where landslides and debris flows are prevalent 
mostly in the hills while massive floods occur in 
the plain areas (GON, 2010; Neupane & Dhakal, 



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KC et al.

2017). The SRM is situated in the Mahabharat 
Range which features remote hilly terrain prone 
to landslides and debris flows. Therefore, it is 
vital to assess the young mind’s knowledge 
and perceptions regarding climate change in 
such climate vulnerable zone. This study is the 
purposive project undertaken in the hilly region 
of Nepal to understand the knowledge of climate 
change among the students of community 
schools. 

Data collection approach

The survey was conducted in Sep, 2020. A total 
of 140 students from four different schools 
were surveyed through a self-administered 
questionnaire following a simple random 
sampling method. The sample sizes taken from 
the four different schools were 48 (34% of 140) 
from the Gramkali Higher Secondary School, 
20 (33% of 60) from the Bhumeshwor Lower 
Secondary School, 31 (23% of 135) from the 

Ganesh Higher Secondary School, and 41 (29 
% of 142) from the Dirgha Pradip Secondary 
School. An appropriate size of sample was taken 
from the estimated 20,000 students of grades 7, 8, 
9, and 10 of Sindhuli district using the equation 
developed by Newey and McFadden: 

n=[Z2 PqN/e2 (N - 1) + Z2

Where n = sample size; P = representative 
population size; q = 1-p; Z =1.96 at 95% 
confidence level; e = margin of error; and N = 
population size (Newey & McFadden, 1994).

We used a self-administered questionnaire in our 
survey to avoid the undesirable interviewers’ 
effects and to prefer the cost-effective approach 
(DeLeeuw, 2008). A standardized questionnaire 
was designed in Nepali on those developed by 
Özdem et al. (2014) and Berse (2017), which 
consisted of both open- and closed-ended 
questions. The questionnaire was divided into 

Figure 1. Location of Sindhuli District (study area) in the map of Nepal (lower right corner); 
Administrative boundaries of the local units of Sindhuli District (upper right corner); and the 
selected schools within the Sunkoshi Rural Municipality (upper left corner)



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KC et al.

five different sections (Table 1). We only used the English term “climate change” in Q5 because we 
aimed to determine whether the students were familiar with this specific English term or not. In the 
remaining questions, we used the Nepali term “jalabayu parivartan” instead of the English term to 
denote climate change.

Table 1: Questionnaire’s section and its description used to assess climate change knowledge 
among the community school students

Section Theme Description
I Students’ basic demographic 

information (Q1-4)
Students’ basic demographic information.

II Familiarity with the term “climate 
change” (Q5).

Students’ familiarity with the term “climate change” 
assessed through binary-choice questions (yes/no).

III Temperature and rainfall trends 
(Q6 & 7).

Perception on temperature and rainfall trends 
assessed through multiple-choice questions.

IV Observed impacts of climate 
change (Q8-11)

The observed impacts of climate change assessed 
through multiple-choice questions as well as through 
binary questions (yes/no) consisting of four different 
statements as a single question.

V Climate change education and 
understanding about adaptation 
strategy (Q12-13)

Perceived medium to pursue climate change 
education assessed through multiple-choice 
questions whereas students’ understanding about 
adaptation strategy assessed through an open-ended 
question.

On an average, it took 12 minutes to accomplish a 
survey. Almost two-third of the surveyed students 
(64%) were female (n=64%) and one-third (36%) 
were male. The mean age of the students was 
found to be 14.1 years (±1.4 SD), ranging from 11 
to 19 years. More than one-third of the surveyed 
students (n=33%) were from grade 9 followed 
by the students of grade 7 (n=25%), grade 8 
(n=23%), and grade 10 (n=19%, Table 2).

Table 2. Student’s basic-demographic 
characteristics

Characteristics Number (n) Percentage
Gender
Male
Female

50
90

36
64

Total 140 100
Grade
7
8
9
10

35
32
47
26

25
23
33
19

Total 140 100

Source: Field Survey, 2020.

Data analysis

Initially, the surveyed data were entered into the 
Microsoft Excel Spread Sheet (Professional Plus 
2016). The data were analyzed using descriptive 
statistics, cross-tabulations, and chi-square test. 
The chi-square test was performed using the 
R Studio Version 4.1.3 (R Core Team, 2022) to 
test the association between the male and female 
students and between the students of different 
grades with regards to their responses (yes/no) 
with the term “climate change” following the 
techniques of Haq & Ahmed (2020) and Özdem 
et al. (2014). 

Results

Student’s awareness regarding the term 
“climate change”

Majority of the students (n=90%) were found to be 
aware of the term “climate change”. The results of 
the chi-square test showed a statistically significant 
association (χ2=9.487, df=2, p=0.0087) between 
the male and female students with regards to 
their responses (yes/no) with the term “climate 



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KC et al.

change”; the male students being more aware 
than the female ones. Similarly, there was also a 
statistically significant association (χ2=17.601; 
df=6; p=0.0073) between the students (both male 
and female) of different grades with regards to 
their response (yes/no) with the term “climate 
change”; the students of higher grade being more 
aware than those of lower grade.

Knowledge on temperature and rainfall trends

Majority of the students (n=67.85%) reported 
that the temperature had been increasing over 
the years. On the contrary, about one-fourth of 
the students (n=24.28%) reported it to be in the 
decreasing trend. Only a few students (n=7.87%) 
reported that it had neither been rising nor 
decreasing over the years (see Figure 2). 

In the case of rainfall, majority of the students 
(n=57.85%) reported that the rainfall intensity had 
been increasing over the years. On the contrary, a 
slightly more than 32% (32.15%) of the students 
reported it to be in the decreasing trend while 
10% of the students reported that it was neither 
increasing nor decreasing (Figure 3). 

Figure 2: Percentage of students regarding 
their response on increasing/ decreasing/ 
unchanging trend of temperature

Figure 3: Percentage of students regarding 
their response on increasing/ decreasing/ 
unchanging trend of rainfall

Observed impacts of climate change

More than half of the surveyed students 
(n=52.85%) observed drought, forest 
destruction, heavy storms, and water scarcity 
as the climate change impacts (see Table 
3). Similarly, more than half (n=52.87%) 
of the surveyed students observed diarrhea, 
malnutrition, and malaria as the climate-
change-related health issues. Ninety percent 
(n=90%) students responded that climate 
change had negative impact on agricultural 
productivity while a slightly more than 81% 
(n=81.5%) students responded that climate 
change had caused pests in agricultural crops. 
Similarly, a slightly more than 69% (n=69.30%) 
students believed that climate change had been 
causing forest fires. A slightly more than 61% 
(n=61.50%) assumed that climate change had 
caused habitat shifting and wildlife migration.



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KC et al.

Table 3: Perceived impacts of climate change: closed-ended questions (multiple and binary 
choices)

S.N. Statement Response 
1. What is/are the impact/s of climate change?

a) Drought; b) Forest destruction; c) Heavy storms; 
d) Water scarcity; e) All of them

a) Drought (16.00 %)
b) Forest destruction (19.28 %)
c) Heavy storms (3.00 %)
d) Water scarcity (8.87 %)
e) All of them (52.85 %)

2. What is/are the health issue/s caused by climate change?
a) Diarrhoea; b) Malnutrition; c) Malaria; d) All of them

a) Diarrhea (34.28 %)
b) Malnutrition (7.85 %)
c) Malaria (5.00 %)
d) All of them (52.87 %)

3. What do you think about the following?; are those the 
impacts of climate change?
a) Forest fire
b) Habitat shifting and wildlife migration
c) Pests in agricultural crops
d) Low productivity of agriculture

a) Yes (69.30 %); No (30.70 %)
b) Yes (61.50 %); No (38.50 %)
c) Yes (81.45 %); No (18.55 %)
d) Yes (90.00 %); No (10.00 %)

Perceived medium to receive climate change 
education 

More than half of the surveyed students (n=55 %) 
would like to pursue climate change education 
through their own school-curriculum books 
(see Figure 4). Similarly, almost 28% (n=27.86 
%) students preferred awareness and outreach 
programs while around 17 % (n=17.14 %) 
students preferred radio and television programs 
as the best medium to pursue the same. 

Figure 4: Percentage of students preferring 
best medium to pursue climate change 
education

Understanding the adaptation strategy 

About 72 % of the students were able to answer 
one action that they can do from their own level 
to minimize the impacts of climate change in 
their communities (Table 4). Among them, a 
slightly more than 44% (n=44.27 %) stated that 
they would perform plantation. On the other 
hand, almost 10 % (n=9.88 %) gave importance 
for environmental cleanliness while nearly 8% 
(n=7.85 %) focused on water source conservation 
for adaption to climate change. 

Table 4: Students’ understanding on 
adaptation strategy

Statement Responses
List one action 
that you can 
perform from 
your level 
to reduce 
the effects 
of climate 
change in your 
community.

- Plantation (44.27 %);
- Environment cleanliness 

(9.88 %);
- Conservation of water 

sources (7.85 %);
- Awareness among the 

community people (7.14 
%); and

- Organic farming (2.85 %) 



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KC et al.

Discussion

Our study showed a higher awareness among 
the school students regarding the term “climate 
change”, which corresponds with a similar study 
conducted in Nigeria (Oruonye, 2011). The 
higher-level of awareness regarding the term 
“climate change” among the school students in 
our survey might be due to formal education in 
schools and informal education through different 
media platforms (Parajuli, 2016). Even in modern 
societies, women are typically more involved in 
household management (Daminger, 2019). In 
Nepal, female students are not well exposed to 
the outside environment in comparison to male 
students as the former are, moreover, limited 
within their homes from their early age. It is, 
therefore, not surprising that female students 
have less awareness regarding the term “climate 
change”. In contrast, a similar study conducted 
by Liarakou et al. (2011) showed no statistically 
significant difference between the male and 
female Greek secondary school students regarding 
their level of knowledge regarding the same. On 
the other hand, our study found a statistically 
significant awareness among the different grades 
regarding the term “climate change”, which could 
be associated with the increased level of exposure, 
experience, and incorporation of environmental 
studies in school curricula with the increase in 
grades (CDC, 2020). A better awareness level on 
the term “climate change” with the increase in 
grades was also observed in other surveys (Carr et 
al., 2015; Liarakou et al., 2011; Oruonye, 2011). 
Our study showed that the students were more 
familiar with the trends of rising temperatures and 
rainfall over the years. This result corresponds 
with the climatic data on the yearly precipitation 
and the mean temperature of Nepal where the 
yearly precipitation has increased by 8.7mm/
year and the mean temperature by 0.03°C/year 
(Shrestha et al., 2019). Similar findings have been 
claimed by a number of other researchers, such as 
Khanal et al. and Adhikari et al. (2021). 

This study demonstrated a good deal of awareness 
regarding the impacts of climate change among 
the surveyed school students, which is consistent 
with the similar studies of Punter et al. (2011) and 
Liarakou et al. (2011). This study revealed a good 

level of awareness among the students and reported 
that all the issues viz. forest destruction, drought, 
heavy storms, and water scarcity, were the impacts 
of climate change. A fundamental foundation of 
climate knowledge appears to have been built 
in the students’ mind through years of personal 
experiences and environmental science education 
in schools. Besides physical impacts, students were 
also able to examine other aspects of climate change, 
as more than half of the surveyed students (52.87 
%) reported diarrhea, malnutrition, and malaria as 
major health issues caused by climate change. 

Majority of the surveyed students were aware 
of forest fires and wildlife shifting/migration as 
the impacts of climate change in the biodiversity 
sector. Also, they were aware of pests in 
agricultural crops and low agricultural production 
as the impacts of climate change in the agricultural 
sector. These findings are consistent with those of 
Punter et al. (2011) and Liarakou et al. (2011), 
which could be because the students might have 
witnessed the impacts of climate change in their 
everyday life as well as through their curriculum 
books. In our study, more than half of the surveyed 
students (n=55 %) preferred their own curriculum 
books to pursue climate change education. A 
slightly more than one-fourth of the surveyed 
students (n=27.86 %) preferred awareness and 
outreach programs as an effective means of 
building climate change knowledge, which might 
be due to the lack of effective non-curricular 
climate-related programs among the students of 
the surveyed schools. In contrast to our findings, 
the study conducted by Liarakou et al. (2011) 
found “television” as a major source to receive 
information regarding climate change, followed 
by “classrooms” in Greek schools. About 28 % 
of the surveyed students remained clueless when 
we asked them to list one action that they could 
perform at their level to reduce the effects of 
climate change in their communities. Around 44 
% of the surveyed students thought that plantation 
and forest conservation were important adaptation 
strategies that they could implement in their 
communities. The study conducted by Gautam 
et al. (2021) in Nepal also found a similar result, 
with majority of the students citing afforestation 
as the prime adaptation measure against climate 
change.



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KC et al.

Overall, our study found that majority of 
the surveyed students were aware of general 
information about climate change but lacked a 
detailed understanding about the issue. Nepal, 
being sensitive to the impacts of global climate 
change, needs the integration of practical and 
solution-centric climate change education more 
urgently. Hence, this study provides the current 
knowledge status on how students perceive 
climate change, its effects and impacts, the best 
medium to pursue climate change education and 
learn about their role in climate change mitigation.

Conclusion

School education can be a strategic step towards 
climate education and social awareness as students 
can inform their parents and communities about 
new knowledge regarding the same. A good deal 
of awareness towards the impacts of climate 
change and less awareness towards the adaptation 
strategies for climate change, found in our study, 
emphasizes for solution-centric courses that 
focus on the adaptation and mitigation aspects of 
climate change. This study shows that curriculum 
books are also a decent medium for receiving 
climate change education for school students. 
Besides, the findings of this study are expected 
to guide the concerned educational institutions in 
developing strategies and curriculum resources 
for improving students’ knowledge and skills 
about climate change in days to come. 

Conflict of interest 

No conflict of interest is declared by the authors.

Acknowledgements

We are grateful to the Korea Safety Health 
Environment (SHE) Foundation, Seocho-gu, 
Seoul for funding our climate change adaptation 
project under the Global Seed Grant 2020. We 
are thankful to the principals of all the selected 
schools for granting us permission to undertake 
our survey. Furthermore, we are obliged to all 
the teachers of the selected schools for their 
enormous efforts during our questionnaire survey. 
Last but not the least, we would like to thank all 
the students who helped us in accomplishing our 

survey successfully in their schools. 

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