Introduction: Climate change poses wide-ranging threats—physical, emotional, moral, financial, and social—particularly for younger generations. Although students report high levels of climate concern, the pathways linking climate change awareness, sustainability education, psychological well‑being, and academic performance remain poorly understood. Multidisciplinary, cross‑cultural investigation is needed to clarify the pathways among university students.
Purpose: This study aims to (1) assess climate change awareness among students in 16 countries; (2) identify factors influencing that awareness; (3) test the impact of awareness on students' psychological well‑being across countries; (4) evaluate the effect of awareness on academic performance in Indonesia; and (5) examine the impact of an introductory sustainability course on climate awareness among first‑semester students at SBM ITB.
Method: A two‑phase design: (A) cross‑national online survey of ≥16,000 students (ages 18-30) across 16 countries via Qualtrics, measuring climate perceptions, personal exposure to climate impacts, and psychological well‑being; (B) intervention/impact tests in Indonesia including a preliminary correlational study of 1,000 students (awareness vs. academic performance) and a quasi‑experimental evaluation of 300 SBM ITB first‑semester students enrolled in an "Introductory Principles of Sustainability" course. Analyses use descriptive statistics and linear regression; ethical approvals and informed consent obtained.
Results: Expected findings include identification of cross‑cultural patterns and predictors of climate awareness; documentation of associations between heightened (and potentially maladaptive) climate concern and reduced psychological well‑being and academic functioning; evidence that sustainability education can shift perceptions toward more adaptive, actionable views; and detection of both risk factors for maladaptive responses (e.g., pathological anxiety) and protective factors that foster adaptive engagement and resilience.
Conclusions: Understanding climate change awareness as culturally and contextually situated can inform targeted interventions. Sustainability education shows promise to promote adaptive perceptions, protect psychological well‑being, and support academic performance among students. Findings will guide evidence‑based campus policies and educational strategies to strengthen youth resilience in the face of climate change.