Climate Literacy among Secondary School Students: Knowledge, Attitudes, and Perceptions toward Climate Change in Kerala, India

Climate change threatens ecosystems, livelihoods, and socio-economic development, with rural and resource-dependent communities facing heightened risks from altered rainfall, drought, and extreme events; such realities underscore the need to build climate literacy among young people. Climate literacy among secondary school students involves understanding their knowledge, attitudes, and perceptions toward climate change. Research highlights that while many students recognize climate change as a real and pressing issue, significant misconceptions about its causes and consequences persist. This study aimed to assess the level and latent dimensions of climate literacy—knowledge, attitudes, and perceptions—among secondary school students in hazard-prone Kerala, India. A quantitative cross-sectional survey was conducted among Classes IX–X students (13–16 years) from government and aided schools using multistage stratified random sampling (n = 420). A structured, expert-validated questionnaire based on established climate literacy frameworks measured responses on five-point Likert scales; reliability was supported by pilot testing and Cronbach’s alpha values> 0.70. Data were analyzed in SPSS using descriptive statistics and exploratory factor analysis (PCA with Varimax rotation; eigenvalues > 1, loadings ≥ 0.50), preceded by sampling adequacy tests (KMO and Bartlett’s). Students showed moderate climatechange knowledge (overall M ≈ 2.69; item means ranged from 2.64–2.76), but higher attitudes (M ≈ 3.78) and perceptions (M ≈ 3.60), indicating strong concern and acceptance of climate change despite limited conceptual depth. Knowledge was highest for renewable energy (M = 2.76) and Kerala’s vulnerability (M = 2.73) and lowest for deforestation and individual mitigation actions (both M = 2.64). Factorability was marginal but acceptable (KMO = 0.517; Bartlett χ² = 565.089, df = 435, p < 0.001). Exploratory Factor Analysis (EFA) retained 15 components explaining 62.47% of the variance, supporting multidimensional climate literacy; interpretable dimensions included Climate Change Impacts and Adaptive Awareness (e.g., deforestation loading 0.724), Local Climate Vulnerability and Educational Responsibility, Environmental Responsibility and Climate Impact Awareness (with an inconsistent renewable energy loading), Anthropogenic Causes and Pro-environmental Climate Action, and Foundational Knowledge with media influence and possible complacency in learning motivation. The findings highlight a knowledge–attitude gap, implying that curricula should move beyond awareness to strengthen scientific mechanisms, social/behavioural drivers, media literacy, and actionable mitigation/adaptation skills using student-centred approaches, while acknowledging self-report and context-specific limitations.