Assessment of Climate Change Perception and Motivation in Climate Change Education among Lower Secondary School Students in Koulikoro, Mali

The curricula of Mali significantly lack topics related to teaching and learning about climate change (CC). Therefore, this study seeks: (1) to investigate seventh- and eighth-grade students’ perceptions of CC; (2) to assess seventh- and eighth-grade students’ motivation regarding CC and their views of the status of CC in the curriculum; and (3) to establish the relationship between students’ perceptions and motivations of climate change. The descriptive research design involved a self-administered questionnaire used to collect data from two lower secondary schools in Koulikoro. The sample of this study (120 students) was determined using Raosoft’s (2004) sample size calculator. Multistage sampling was used to select the participants. Descriptive statistics and nonparametric Spearman order correlation were employed to describe the magnitude of students’ perceptions and motivations. The results showed that students presented misconceptions in their definitions of CC in about 80.8% of the respondents. More than half of the students (62.5%) found that it is important to learn about climate change, and this is relevant in underscoring the need for CC studies among the participants. Moreover, students’ perceptions of the causes of CC and their attitudes toward climate change mitigation and adaptation are statistically significant and positively correlated. The study contributes to the gaps in young students’ understanding of climate change-related issues in Mali. The study suggests that international organisations, NGOs, and governments should collaborate to consider the interdisciplinary and multidisciplinary possibilities of climate change education in the curricula, striving to make it accessible across all subjects. Determined students understanding of CC issues. • Established a relationship between student perceptions and knowledge.