ArticleBMC ecology and evolution2024
Perceived indicators of climate change in Tanzania: insights from the university of Dodoma students.
Article in BMC ecology and evolution, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Responding to a warming planet: a scoping review of climate change literacy, perceived health impacts, and mental health outcomes among African students.Archives of public health = Archives belges de sante publique · 2025Pooled it
- Climate-related health threats in Tanzania: a multilevel analysis of key policies, strategies, and community response.Health policy and planning · 2026Article
Corrections and comments
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2 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundUnderstanding local communities' knowledge and insights is essential for developing effective mitigation and adaptation strategies for climate change. The young generation often brings new perspectives on climate change, demonstrating a growing awareness of its impacts and innovative ideas for sustainable solutions. By engaging youth in climate action we foster future leadership, empowering them as active participants in shaping long-term climate resilience. Higher education plays a pivotal role in raising awareness about climate change and fostering environmentally responsible behaviour among citizens. Thus, the study assessed climate change indicators in Tanzania by gathering insights from university students, leveraging their understanding of the local challenges posed by climate change.
resultsOut of the 486 sampled students, 80% were aware of climate change and could identify its indicators in their home regions. The primary perceived indicators of climate change reported by the respondents included increasing temperatures, crop failures, and the disappearance of native plant species. Respondents from the coastal zone ranked rising temperatures and increased rainfall as the most significant indicators, while those from the Kilimanjaro region emphasised crop failure. Additionally, respondents from the central zone highlighted the disappearance of native plant species. Conversely, respondents from the arid central zone believed that climate change has resulted in reduced rainfall and an increase in drought occurrences. Furthermore, socio-demographic factors such as gender, home region, and academic year influenced students' awareness of climate change. A lower proportion (0.78) of male students demonstrated knowledge of climate change compared to female students (0.91) (p = 0.001). Additionaly, a lower proportion (0.71) of students from urban areas demonstrated knowledge of climate change compared to students from rural areas (0.85) (p < 0.001). Moreover, students in their final year of study exhibited greater awareness of climate change than those in lower years, highlighting the significance of the formal education system in imparting knowledge about climate change.
conclusionsThis study underscores the role of higher education in fostering climate awareness and youth engagement through education and outreach. Additionally, it supports SDG 13: "Climate Action" and SDG 4: "Quality Education by promoting informed participation and sustainable solutions among young people".
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