Knowledge, attitudes, and practices of the primary school students in response to climate change a case study in duyen hai district, tra vinh province, vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN THI HUONG KNOWLEDGE, ATTITUDES, AND PRACTICES OF THE PRIMARY SCHOOL STUDENTS IN RESPONSE TO CLIMATE CHANGE: A CASE STUDY IN DUYEN HAI DISTRICT, TRA VINH PROVINCE, VIETNAM MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN THI HUONG KNOWLEDGE, ATTITUDES, AND PRACTICES OF THE PRIMARY SCHOOL STUDENTS IN RESPONSE TO CLIMATE CHANGE: A CASE STUDY IN DUYEN HAI DISTRICT, TRA VINH PROVINCE, VIETNAM MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Dr TONG THI MY THI Dr AKIHIKO KOTERA Hanoi, 2023 PLEDGE I hereby declare that this thesis is my research work The data and results of the thesis have not yet been published in any other scientific works In addition, several references used in the thesis also have been cited I will take full responsibility before the Master of Climate Change and Development Program and Viet Nam Japan University for this commitment Hanoi, June 2023 Tran Thi Huong FOREWORD The completion of this Master's thesis could not have been possible without the participation and contribution of so many people whose names may not all be enumerated I sincerely appreciate and gratefully acknowledge their support and dedication Firstly, I am thankful for my extremely great supervisor and mentor – Dr Tong Thi My Thi, who help me to orient, support, and motivate me to complete this research and get other precious opportunities in academic study A special thanks to my subsupervisor Dr Akihiko Kotera for supporting the survey and for all necessary arrangements for ensuring the questionary form takes place effectively I would like to thank the Norwegian Mission Alliance Vietnam, who helped me to understand and identify the research topic And this study certainly would not have achieved the results without the consent and approval of the Chairman of the Duyen Hai District People's Committee, the Chief of the Department of Education and Training in Duyen Hai District, and all the teachers who gave their best support in data collection through a small test for the students Likewise, I am grateful to the lecturers and staff at Vietnam Japan University and Ibaraki University for being honest, supportive, and devoted to the research process I extend thank you to all the people who shared their insights and feedback on the research I also would like to express my appreciation Last but not least, I would never complete the master’s thesis if it is without my family Perhaps knowledge is limitless, but there are certain limitations in the acquisition of knowledge by each person Therefore, errors are inevitably inevitable in the process of completing the thesis I appreciate receiving valuable suggestions from you to improve this report Wishing all teachers good health, happiness, and success in their teaching career path! TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES LIST OF ACRONYMS CHAPTER 1: INTRODUCTION 1.1 Rational of the Research 1.2 Research Questions 1.3 Research Objectives and Tasks 1.4 Objects and Scope of the Research 1.4.1 Research Object 1.4.2 Scope 1.5 Research Framework 1.6 Literature review 1.6.1 Basic concepts 1.6.2 Overall Research CHAPTER 2: METHODOLOGY 2.1 Data collection method 2.1.1 Desk Review 2.1.2 Sociological Methodology 2.2 Data analysis method 2.3 Google map and Google Earth software 2.4 Data and Materials CHAPTER 3: RESULTS AND DISCUSSION 3.1 Salient characteristics of the study area 3.1.1 Geography characteristics 3.1.2 Student population characteristics 3.2 Knowledge of primary school students in coping with climate change 3.2.1 Knowledge of the concept of climate change 3.2.2 Knowledge of the consequence of climate change 3.2.3 Knowledge of the reason causing climate change 3.2.4 Knowledge of solutions for coping with climate change 3.3 Attitudes of primary school students in coping with climate change 3.4 Practices of primary school students in coping with climate change 3.4.1 Taking action to cope with climate change in schools 3.4.2 Taking other daily activities of coping with climate change activities 3.5 Overall analysis 3.6 Plan on activities in primary school in the Duyen Hai district 3.7 Discussion 3.7.1 Knowledge of response to climate change 3.7.2 Attitude toward climate change ii iv 1 8 9 10 11 11 11 13 27 27 27 28 37 39 39 41 41 41 43 49 49 51 55 57 59 63 63 66 70 76 77 77 78 3.7.3 Practices in response to climate change 3.7.4 Others CONCLUSIONS AND RECOMMENDATIONS REFERENCES APPENDIX: QUESTIONNAIRE FOR STUDENTS 80 81 83 87 96 LIST OF TABLES Table 1-1: Research Objective and Task Table 1-2 Summary of the priorities for action of the Sendai Framework for the period 2015 -2030 14 Table 2-1 List of indicators for assessing KAP of the primary students 32 Table 2-2 The three-level Likert 39 Table 3-1 List of surveyed schools 42 Table 3-2 Number of students obtained from schools 43 Table 3-3 Understanding climate change 49 Table 3-4 Trend of the manifestations of CC in recent years 50 Table 3-5 The results of indicators relating to knowledge of the term CC 51 Table 3-6 Respondents for K4 and K6 51 Table 3-7 Impacts due to climate change occurring in the community 53 Table 3-8 The results of indicators relating to knowledge of the consequence of climate change 55 Table 3-9 Reason leading to CC 56 Table 3-10 The results of indicators relating to knowledge of the cause of climate change 57 Table 3-11 The results of indicators relating to knowledge of solutions for mitigating and coping with CC 59 Table 3-12 The important of the following issues in preventing/mitigating the impacts of climate change 60 Table 3-13 The results of indicators relating to attitudes of primary school students in coping with climate change 63 Table 3-14 The result of P1, P2, and P3 64 Table 3-15 Integrating climate change into some subjects in the school 64 Table 3-16 Referring to some documents associated with CC 65 Table 3-17 The daily actions to reduce climate change and disaster risk 66 Table 3-18 The results of indicators assessing practices of primary school students in coping with climate change 69 Table 3-19 Result of the average score for the KAP model 71 Table 3-20 The average score of indicators 71 i LIST OF FIGURES Figure 1-1 Maps of the study area (Duyen Hai district in Tra Vinh Province) 10 Figure 1-2: Framework of the thesis’s research 11 Figure 1-3 The framework of knowledge of climate change and disaster risk 15 Figure 1-4 The 4Cs model for CCE approach 16 Figure 1-5 Books on teaching and learning in DRR 24 Figure 2-1 Map of the observed points 29 Figure 2-2 The framework of taking sample size and interview process 34 Figure 2-3 Pictures in the interview process 36 Figure 2-4 Pictures in the in-dept interview process and group discussion 37 Figure 3-1 Map of the studied area 41 Figure 3-2 A map of surveyed schools 42 Figure 3-3 The ratio of male and female students in primary schools 44 Figure 3-4 The proportion of Khmer students in primary schools in the Duyen Hai district 45 Figure 3-5 The proportion of the gender and the ethnic participating in the survey 45 Figure 3-6 The ratio of students joining the survey classified by the grade 46 Figure 3-7 Location of the student's house 46 Figure 3-8 The position of the path leading to the school 47 Figure 3-9 Ratio of the type of transportation used to school by students 47 Figure 3-10 Information on students’ swimming ability 48 Figure 3-11 Respondents of students ―have heard the concept of CC.‖ 49 Figure 3-12 Some impacts caused by climate change on primary students 52 Figure 3-13 Impact on the community caused by climate change 54 Figure 3-14 Students’ knowledge of the reason causing climate change 56 Figure 3-15 Students’ knowledge of solutions for mitigating CC 58 Figure 3-16 Students’ knowledge of solutions for adapting to CC 59 Figure 3-17 Importance of climate change for primary-level students 60 Figure 3-18 Everyone’s responsibility in responding to climate change 62 Figure 3-19 Interested in learning about climate change and disaster risk 62 Figure 3-20 Climate change integrated into subjects 65 Figure 3-21 The reasons for knowing and unknowing the reference documents relating to CC 66 Figure 3-22 Reasons for not implementing activities related to mitigating climate change or disaster risk 67 Figure 3-23 Attending extracurricular programs related to disasters risk and climate change 67 Figure 3-24 Some extracurricular activities related to climate change and climate change risk reduction 68 ii Figure 3-25 Reasons for not participating in extracurricular programs 68 Figure 3-26 Willingness to share climate change insights with family and people 69 Figure 3-27 Overall KAP model for primary school students related to response to climate change 71 Figure 3-28 Knowledge of response to climate change 74 Figure 3-29 Results of analyzing the KAP model according to three different aspects 76 Figure 3-30 Some responses from teachers, principals Head of the Department of Education and Training related to CC 76 Figure 3-31 Some pictures of play ground in schools without tree 80 iii LIST OF ACRONYMS ACFCSS ADPC CC CCE CSS CSSF DONRE DR DRR ECHO GADRRRES Gov GRCS HFA IPCC KAP MARD MoET MOIC MONRE MRC NGO NORAD PPC SFDRR SS UK UNDP UNDRR UNICEF UNISDR USAID VNDMA VRCS WB ASEAN Common Framework for Comprehensive School Safety Asian Disaster Preparedness Centre Climate Change Climate Change Education Comprehensive School Safety Comprehensive School Safety Framework Department of Nature Resource and Environment Disaster Risk Disaster Risk Reduction European Commission Humanitarian Aid Department Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector Government The German Red Cross Society Hyogo Framework for Action Intergovernmental Panel on Climate Change Knowledge, Attitudes, and Practices Ministry of Agriculture and Rural Development Ministry of Education and Training Ministry of Information and Communication Ministry of Nature Resource and Environment Mekong River Commission Non-Governmental Organisation Norwegian Development Cooperation Agency Provincial People's Committees Sendai Framework for Disaster Risk Reduction School Safety United Kingdom United Nations Development Programme United Nations Office for Disaster Risk Reduction United Nations International Children's Emergency Fund United Nations Office for Disaster Risk Reduction United States Agency for International Development Viet Nam Disaster Management Authority Vietnam Red Cross Society World Bank iv Vinh Số hiệu 1798/QĐ-UBND - LawNet Retrieved October 2022, from https://lawnet.vn/vb/quyet-dinh-1798-qd-ubnd-2021-phuong-an-ung-pho-thientai-theo-cap-do-rui-ro-thien-tai-tra-vinh-773c3.html WB (2022) CCDR Đông Á Thái Bình Dương 104 https://www.ifc.org/wps/wcm/connect/e1b58a37-a9b1-4f46-abf5d132478c28e5/CCDR+Full+report+VIE_11.07.pdf?MOD=AJPERES&CVID= o8maeEn APPENDIX: QUESTIONNAIRE FOR STUDENTS BÀI KIỂM TRA HIỂU BIẾT CỦA HỌC SINH TIỂU HỌC VỀ BIẾN ĐỔI KHÍ HẬU Em có đồng ý tham gia làm kiểm tra khơng? ☐Có ☐Khơng (Dừng khảo sát) A Thông tin học sinh Họ tên:………………………………………………………………………… Giới tính: ☐Nam ☐Nữ Lớp: ☐Lớp ☐ Lớp ☐ Lớp ☐ Lớp ☐Khác:… Dân tộc: ☐Kinh ☐Khmer ☐Hoa ☐Khác:…………… Nhà em có gần khu vực dễ gây nguy hiểm bờ sông, biển, sườn núi… không? ☐Không gần khu vực ☐Gần bờ sông ☐Gần sườn núi ☐Gần bờ biển ☐Gần vùng trũng/thấp (hay ☐Khác:…………… ngập) Con đường học đến trường em có gần khu vực dễ gây nguy hiểm bờ sông, biển, sườn núi…không? ☐Không gần khu vực ☐Gần bờ sông ☐Gần bờ biển 96 ☐Gần sườn núi ☐Gần vùng trũng (hay ngập) ☐Khác:……………… 6.1 Em có biết bơi khơng? ☐ Có ☐Khơng Nếu có, em chia sẻ thơng tin học bơi với đâu? …………………………………………………………………………………… Em đến trường phương tiện sau đây? ☐Đi ☐Đi xe đạp ☐Khác:…………… ☐Đi xe gắn máy (cùng với người lớn) B Kiến thức biến đổi khí hậu thiên tai Em nghe đến thuật ngữ ―biến đổi khí hậu - BĐKH‖ chưa? ☐ Đã nghe ☐ Chưa nghe Nếu có, em cho biết khái niệm Biến đổi khí hậu liên quan đến vấn đề khơng? Nội dung Có Không Không biết Làm thay đổi thời tiết khoảng thời gian dài ☐ ☐ ☐ Làm thay trường ☐ ☐ ☐ Sự nóng lên tồn cầu ☐ ☐ ☐ Sự thay đổi nhiệt độ ☐ ☐ ☐ Sự thay đổi nước biển dâng ☐ ☐ ☐ đổi môi 97 ☐ Sự thay đổi lượng mưa ☐ ☐ Em có quan sát thấy xu hướng thay đổi khí hậu khoảng năm gần nào? Sự kiện Tăng Giảm Không thay đổi Không biết Nhiệt độ ☐ ☐ ☐ ☐ Mực nước biển dâng ☐ ☐ ☐ ☐ Lượng mưa ☐ ☐ ☐ ☐ Thiên tai ☐ ☐ ☐ ☐ Khác ☐ ☐ ☐ ☐ 10 Biến đổi khí hậu có ảnh hưởng đến em người xung quanh em khơng? ☐Có ☐Khơng ☐Khơng biết/khơng chắn 11 Nếu có, em cho biết ảnh hưởng đến em nào? ……………………………………………… 12 Theo em, biến đổi khí hậu có liên quan đến thay đổi cường độ số lần xảy thiên tai hay khơng? ☐Có ☐Khơng ☐Khơng biết/khơng chắn 13 Khu vực em sống trường học em có xảy tượng sau diễn nào? Sự kiện Có Khơng Khơng biết Nếu có, tượng có ảnh hưởng đến em nào? Em làm để giảm nhẹ tác động 98 Mưa lớn ☐ ☐ ☐ Nắng nóng ☐ ☐ ☐ Ngập úng/Lũ lụt ☐ ☐ ☐ Sạt lở đất ☐ ☐ ☐ Lốc xoáy ☐ ☐ ☐ Thiếu nước ☐ ☐ ☐ Xâm nhập mặn ☐ ☐ ☐ Khác:…… ☐ ☐ ☐ 14 Theo em nguyên nhân gây biến đổi khí hậu đâu làm để giảm thiểu BĐKH? Sự kiện Có Khơng Khơng biết Đốt nhiên liệu hóa thạch than, dầu… ☐ ☐ ☐ Các phương tiện sử dụng nhiên liệu hóa thạch than, xăng, dầu, khí gas ☐ ☐ ☐ Chặt phá rừng ☐ ☐ ☐ Sản xuất điện nhiên liệu hóa thạch ☐ ☐ ☐ Phát triển nhiều khu công nghiệp sử dụng nhiều thiết bị tiêu thụ điện nhiên liệu hóa thạch than, xăng, dầu, khí gas ☐ ☐ ☐ Do tự nhiên ☐ ☐ ☐ Do hoạt động người ☐ ☐ ☐ Em làm để giảm nhẹ tác động C Thái độ học sinh biến đổi khí hậu rui ro thiên tai 15 Theo em, kiến thức thiên tai biến đổi khí hậu có quan trọng với em khơng? 99 ☐ Rất quan trọng ☐ Quan trọng ☐ Ít quan trọng ☐Không trọng quan 16 Theo em, vấn đề có quan trọng việc ngăn cản tác động BĐKH không? Nội dung Rất quan trọng Quan trọng Ít quan trọng Khơng quan trọng Làm theo quy định pháp luật ☐ ☐ ☐ ☐ Xây dựng đê, kè ven biển sông ☐ ☐ ☐ ☐ Không xây dựng nhà gần biển ven sông ☐ ☐ ☐ ☐ Không chặt phá rừng ☐ ☐ ☐ ☐ Tăng cường sử dụng phương tiện công cộng (xe buýt) ☐ ☐ ☐ ☐ Học BĐKH rủi ro thiên tai ☐ ☐ ☐ ☐ Vẽ đồ vị trí hay xảy nạn nguy hiểm (thiên tai) ☐ ☐ ☐ ☐ 17 Theo em, ứng phó với BĐKH trách nhiệm ai? ☐Giáo viên ☐Học sinh ☐Phụ Huynh ☐Tổ chức khác (vui lịng ghi rõ): …… ☐Chính Phủ ☐Khơng biết ☐Tất người 18 Em có thích tìm hiểu BĐKH rủi ro thiên tai khơng? ☐Rất thích ☐Bình thường ☐Khơng thích ☐Khơng biết D Hành vi học sinh biến đổi khí hậu rui ro thiên tai 100 19 Trường em có kế hoạch ứng phó với BĐKH phịng chống rủi ro thiên tai khơng? ☐Có ☐Khơng ☐Khơng biết 20 Nếu có, em có tham gia lập kế hoạch thầy khơng? ☐Có ☐Khơng ☐Khơng biết 21 Em có học thiên tai biến đổi khí hậu chưa? ☐Có ☐Khơng ☐Khơng biết Nếu có, em cho biết BĐKH thiên tai học lồng ghép môn học sau đây? ☐Lịch sử địa ☐Tự nhiên xã ☐Tiếng Việt lý hội ☐Đạo Đức ☐Tiếng Anh ☐Mơn khác (vui lịng ghi rõ): ………… 22 Ngoài học BĐKH thiên tai lồng ghép môn học nêu trên, em có tham khảo tài liệu, sách báo khác khơng? Tên tài liệu Có Khơng Tài liệu hướng dẫn dạy học về: Giảm nhẹ rủi ro thiên tai ☐ ☐ Tài liệu hướng dẫn dạy học về: Ứng phó với biến đổi khí hậu ☐ ☐ Sổ tay ABC Biến đổi khí hậu ☐ ☐ Trang điện tử ☐ ☐ Báo chí ☐ ☐ Khác (vui lòng rõ tên) ☐ ☐ 23 Em thực hành động sau để giảm thiểu BĐKH rủi ro 101 thiên tai? Hành động Có Khơng Tắt thiết bị điện khơng sử dụng ☐ ☐ Vặn vịi nước khơng sử dụng ☐ ☐ Trồng cây/rừng ☐ ☐ Tái sử dụng rác thải ☐ ☐ Đổ rác nơi quy định ☐ ☐ Sử dụng phương tiện cộng cộng ☐ ☐ 24 Tại em không tham gia thực nhiều hoạt động nêu để giảm thiểu tác động BĐKH để giảm thiểu rủi ro thiên tai? ☐Không thông tin đủ ☐Không cảnh báo ☐BĐKH không quan trọng ☐Không phải phải trách nhiệm em ☐Khác (vui lòng ghi rõ)……………………………………………………………… 25 Em tham dự chương trình ngoại khóa liên quan đến thiên tai biến đổi khí hậu chưa? ☐Có ☐Khơng ☐Khơng biết Nếu có, em có nhớ chương trình khơng? Vui lịng kể tên mơ tả ngắn gọn chương trình: ……………………………………………………………………………………… 26 Em có chia sẻ kiến thức học thiên tai biến đổi khí hậu với thành viên gia đình khơng? ☐Có ☐Khơng Nếu có, em chia sẻ nội dung (mơ tả ngắn gọn): ……………………………………………………………………………………… 102 Cảm ơn em! Nếu em có thắc mắc, vui lịng liên lạc với Cô Hương, ĐT 0979728019, email: huongtt13@gmail.com 103 PRIMARY STUDENT COMPREHENSION TEST about climate change Do you agree to take this test? ☐Yes ☐No (Stop) A General information Full name:………………………………………………………………………… Gender: ☐Male ☐Female Grade: ☐ grade ☐ grade ☐ grade ☐grade5 ☐Other:… Ethnicity: ☐Kinh ☐Khmer ☐Hoa ☐Other:…………… Is your house near dangerous areas such as rivers, sea, mountains, etc? ☐No ☐Near river ☐Near mountain ☐Near area ☐Near the sea inundated/flooded ☐Other:…………… Is the way to school near dangerous areas such as river, sea, mountains, etc? ☐No ☐Near river ☐Near mountain ☐Near area ☐Near the sea inundated/flooded ☐Other:…………… 6.1 Can you swim? ☐ Yes ☐No If yes, with whom and where you share your swimming lessons? …………………………………………………………………………………… How you go to school? ☐ go on foot ☐by bike ☐ by motorbike 104 ☐other:…………… (with the adult) B Knowledge about climate change and natural disasters Have you ever heard of the term ―climate change – CC‖? ☐ Yes ☐ No If yes, would you please tell me about the concept of Climate Change related to the following issues? Item Yes No Don’t know Changing the weather over a long period ☐ ☐ ☐ Changing environment ☐ ☐ ☐ Global warming ☐ ☐ ☐ Changing temperature ☐ ☐ ☐ Changing sea level rise ☐ ☐ ☐ Changing precipitation ☐ ☐ ☐ the How have you observed the trend of climate change in the last years? Increase Decrease No change Don’t know Temperature ☐ ☐ ☐ ☐ Sea level rise ☐ ☐ ☐ ☐ Precipitation ☐ ☐ ☐ ☐ Natural disaster ☐ ☐ ☐ ☐ Other ☐ ☐ ☐ ☐ Item 10 Does climate change affect you and the people around you? ☐Yes ☐No ☐Don’t know 105 11 If yes, how climate change affects you? ……………………………………………… 12 Is climate change related to changes in the intensity and frequency of natural disasters? ☐Yes ☐No ☐Don’t know 13 Are there any following phenomena occurring in your area? Yes No Don’t know Heavy precipitation ☐ ☐ ☐ Extreme hot ☐ ☐ ☐ Inundation ☐ ☐ ☐ Landslide ☐ ☐ ☐ Tornado ☐ ☐ ☐ Water lack ☐ ☐ ☐ Salinization ☐ ☐ ☐ Other:…… ☐ ☐ ☐ Item If yes, how does it affect you? What did you to mitigate the impact? 14 What is the cause of climate change and how can mitigate the effect? Item Yes No Don’t know Burning fossil fuels like coal, oil,… ☐ ☐ ☐ Vehicles using fossil fuels such as coal, gasoline, oil, gas ☐ ☐ ☐ What did you to mitigate the impact 106 Deforestation ☐ ☐ ☐ Generating electricity with fossil fuels ☐ ☐ ☐ Developing many industrial areas using a lot of equipment consuming electricity generated from fossil fuels such as coal, gasoline, oil, and gas ☐ ☐ ☐ Due to nature ☐ ☐ ☐ Due to human activities ☐ ☐ ☐ C Students' attitudes towards climate change and disaster risk 15 Is knowledge about natural disasters and climate change important to you? ☐ Very importance ☐ Importance ☐ Less Importance ☐No Importance 16 Are the following issues important in preventing the impacts of climate change? Item Very Importance importance Less importance No Importance Comply with the law ☐ ☐ ☐ ☐ Construction of dykes, coastal embankments ☐ ☐ ☐ ☐ Don’t construct houses near the coast and river ☐ ☐ ☐ ☐ Reduce deforestation ☐ ☐ ☐ ☐ Increase the use of public transport (bus) ☐ ☐ ☐ ☐ Increasing awareness about climate change and disaster risk ☐ ☐ ☐ ☐ Draw a map of the location where is often easy cause dangerous accidents (natural ☐ ☐ ☐ ☐ 107 disasters) 17 Whose responsibility is in responding to climate change? ☐teacher ☐student ☐parents ☐Other (Please write especially): …… ☐Government ☐Don’t know ☐All people 18 Are you interested in learning about climate change and disaster risk? ☐Like so much ☐Like ☐Dislike ☐Don’t know D Student behavior towards climate change and disaster risk 19 Does your school have a plan to respond to climate change and prevent disaster risks? ☐Yes ☐No ☐Don’t know 20 If yes, you willing to participate in planning with your teachers? ☐Yes ☐No ☐Don’t know 21 Did you learn about natural disasters and climate change? ☐Yes ☐No ☐Don’t know Which of the following subjects that climate change and natural disasters are integrated into (multiple choices can be chosen)? ☐ History and ☐ Natural and ☐ Vietnamese ☐ Morality ☐English Geography social subject subject subject subject subject ☐Other (Please write especially): ………… 22 Do you refer to other documents, books, and newspapers? Document Yes No 108 Teaching and Learning Guide on Disaster Risk Reduction ☐ ☐ Teaching and Learning Guide: Responding to Climate Change ☐ ☐ ABC Handbook on Climate Change ☐ ☐ Electronic page ☐ ☐ Newspapers ☐ ☐ Other (please specify name) ☐ ☐ 23 Which of the following daily actions have you taken to reduce climate change and disaster risk? Activity Yes No Turn off electrical equipment when no use ☐ ☐ Turn off the faucet when no use ☐ ☐ Planting trees/ reforestation ☐ ☐ Reuse waste ☐ ☐ Dispose of garbage in the regulated place ☐ ☐ Use public transport ☐ ☐ 24 Why you not participate in implementing one or more of the above activities to reduce climate change impacts and to reduce disaster risks? ☐ Not enough ☐ No warning information ☐ Not important ☐ Not your responsibility ☐ Other (Please write especially):………………………………………………… 25 Have you attended any extracurricular programs related to disaster risk and climate change? 109 ☐Yes ☐No ☐Don’t know If yes, you remember what program it was? Please name or briefly describe the program: ……………………………………………………………………………………… 26 Do you share what you have learned about natural disasters and climate change with family members? ☐Yes ☐No If yes, what content you share (brief description): ……………………………………………………………………………………… Thank you very much! If you have any questions, please contact Ms Huong, Tel 0979728019, or email: huongtt13@gmail.com 110