Causes of climate change as an anthropogenic socio-scientific phenomenon, are embedded in our values and lifestyles as communities. Without doubt, young people remain a powerful, yet an untapped marginalized force, with potential to impart new ideas, aimed at transforming any society. Therefore, providing quality education to the youth is crucial for mitigating the severe impacts of climate change on all areas of life. This study reports on the findings of surveys conducted with high school students’ (n=465) across five schools in Johannesburg, aimed to assess their knowledge, attitudes, and practices about climate change. The overall aim of the broader study is to promote climate change literacy and support the integration of Environmental Sustainability and Education for Sustainable Development (ESED) in schools.

A multiple case study approach using qualitative and quantitative research methods was used, with each school treated as a single ‘case’. Students completed a field-tested, three-part questionnaire. The knowledge section included multiple-choice and short-answer questions, while the attitude and practice sections consisted of four-point Likert scale items. This approach was designed to examine the connections between cognitive, socio-emotional, and ethical perspectives on human-nature relationships, forming a foundation for climate education. With use of multiple cases, the study also aimed to investigate the impact of socioeconomic factors on learners' perceptions and comprehension of climate change, to unravel the complex interaction between environmental awareness and socioeconomic circumstances.

Baseline case studies that investigate students’ attitudes and perceptions about the environment can inform the skills and pedagogical strategies needed to effectively deal with ESED in schooling curriculum. The research used convenience purposive sampling and was framed by Bronfenbrenner’s Ecological Systems Theory (BEST) and the Theory of Planned Behavior (TPB). BEST helped explain how various environmental systems affect student development, while TPB shed light on the link between attitudes, intentions, and behaviors. Preliminary results reveal that while students generally have limited conceptual knowledge about climate change, they demonstrate moderately positive attitudes and commitments toward it. A high correlation (1) between knowledge and attitudes, and a correlation coefficient of 0.74 between knowledge and practices, suggest that greater climate literacy is associated with a more positive attitude and improved environmental practices. Detailed cross-case findings will be presented in the full paper.

Keywords: Climate Change Literacy, Science Learners, Conceptual Knowledge, Attitudes, Practices, Education for Sustainable Development.