Climate change knowledge and associated factors among undergraduate sport sciences students: a single-center cross-sectional study at a Turkish university
- 1Department of Sports Management, Faculty of Sports Sciences, Istanbul University-Cerrahpaşa
- 2Department of Recreation, Faculty of Sports Sciences, Istanbul University-Cerrahpaşa
- 3Istanbul University, Quality Coordination Office
Abstract
Climate change is a major environmental and public health threat with consequences for human health, physical activity, and sport participation. Evidence concerning climate literacy among undergraduate sport sciences students remains limited. This study aimed to assess climate change knowledge and examine sociodemographic, academic, and information-source factors associated with knowledge levels among undergraduate sport sciences students. A cross-sectional online survey was conducted among sport sciences undergraduates. Based on a sample-size calculation for estimation of a population proportion, a minimum of 234 participants was required. A recruitment target of 300 accounted for potential non-response. All eligible students in the faculty (N ≈ 600) were invited, and 320 students comprised the final analytic sample. The questionnaire included sociodemographic, academic, and information-source variables together with a 20-item climate change knowledge test. Internal consistency was assessed using the Kuder–Richardson Formula 20 coefficient. Participant characteristics and knowledge scores were summarized descriptively. Associations between categorical variables and knowledge level were examined using Pearson’s chi-square tests. Multivariable multinomial logistic regression was used to identify factors independently associated with knowledge level, with the low-knowledge group as the reference category. Overall model significance and explanatory performance were assessed using the likelihood-ratio chi-square test and Nagelkerke’s pseudo-R ² . The mean climate change knowledge score was 12.6 ± 3.4. Overall, 38.4% of participants were classified as having low knowledge, 41.6% as moderate knowledge, and 20.0% as high knowledge. Prior environmental education was associated with higher odds of high versus low knowledge (AOR = 2.34, 95% CI [1.28, 4.26], p = 0.006). Use of scientific or academic information sources (AOR = 1.89, 95% CI [1.07, 3.32], p = 0.029) and senior-year status (AOR = 1.76, 95% CI [1.01, 3.04], p = 0.045) were also associated with higher odds of high versus low knowledge. Climate change knowledge was predominantly moderate among participating students. The observed associations support further investigation of structured climate change education within sport sciences curricula. Because of the cross-sectional design, causal and temporal relationships cannot be established. Multicentre longitudinal studies and educational intervention trials are needed to confirm these associations and evaluate whether curriculum-based interventions improve climate literacy among sport sciences students.
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BibTeX
@article{yurtseven2026climate,
title = {{Climate change knowledge and associated factors among undergraduate sport sciences students: a single-center cross-sectional study at a Turkish university}},
author = {Cemile Nihal Yurtseven and Ali Kaya and Selcuk Bora Cavusoglu and Özge Ercan and Ahmet Uslu and Ayse Nilay Kantar},
journal = {Frontiers in Public Health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1964700},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1964700/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Climate change knowledge and associated factors among undergraduate sport sciences students: a single-center cross-sectional study at a Turkish university
AU - Cemile Nihal Yurtseven
AU - Ali Kaya
AU - Selcuk Bora Cavusoglu
AU - Özge Ercan
AU - Ahmet Uslu
AU - Ayse Nilay Kantar
PY - 2026
DA - 2026/10/16
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1964700
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1964700/full
AB - Climate change is a major environmental and public health threat with consequences for human health, physical activity, and sport participation. Evidence concerning climate literacy among undergraduate sport sciences students remains limited. This study aimed to assess climate change knowledge and examine sociodemographic, academic, and information-source factors associated with knowledge levels among undergraduate sport sciences students. A cross-sectional online survey was conducted among sport sciences undergraduates. Based on a sample-size calculation for estimation of a population proportion, a minimum of 234 participants was required. A recruitment target of 300 accounted for potential non-response. All eligible students in the faculty (N ≈ 600) were invited, and 320 students comprised the final analytic sample. The questionnaire included sociodemographic, academic, and information-source variables together with a 20-item climate change knowledge test. Internal consistency was assessed using the Kuder–Richardson Formula 20 coefficient. Participant characteristics and knowledge scores were summarized descriptively. Associations between categorical variables and knowledge level were examined using Pearson’s chi-square tests. Multivariable multinomial logistic regression was used to identify factors independently associated with knowledge level, with the low-knowledge group as the reference category. Overall model significance and explanatory performance were assessed using the likelihood-ratio chi-square test and Nagelkerke’s pseudo-R ² . The mean climate change knowledge score was 12.6 ± 3.4. Overall, 38.4% of participants were classified as having low knowledge, 41.6% as moderate knowledge, and 20.0% as high knowledge. Prior environmental education was associated with higher odds of high versus low knowledge (AOR = 2.34, 95% CI [1.28, 4.26], p = 0.006). Use of scientific or academic information sources (AOR = 1.89, 95% CI [1.07, 3.32], p = 0.029) and senior-year status (AOR = 1.76, 95% CI [1.01, 3.04], p = 0.045) were also associated with higher odds of high versus low knowledge. Climate change knowledge was predominantly moderate among participating students. The observed associations support further investigation of structured climate change education within sport sciences curricula. Because of the cross-sectional design, causal and temporal relationships cannot be established. Multicentre longitudinal studies and educational intervention trials are needed to confirm these associations and evaluate whether curriculum-based interventions improve climate literacy among sport sciences students.
SN - 2296-2565
ER -