**5. Discussion**

This being so, the results are shown in terms of the three hypotheses that are put forward specifically for this analysis.

H1. Denying the existence of CC as a scientific phenomenon has a significant impact on the downward representation of the consequences of Global Warming and other extreme phenomena.

The results obtained are the same as those obtained previously and those consulted in other studies of the general population, which determines a denialism with a downward trend.

However, with regard to individual/collective responsibility, a greater "environmental hypermetropia" is denoted in territorial context 3.

H2. Territorial contexts with high average rainfall levels and low average annual temperatures exert a minimising influence on the social representation of the effects and perception of CC risk, whereas, on the contrary, territorial contexts with low average rainfall levels and high average annual temperatures will exert a maximising influence on the social representation of the effects and perception of CC risk.

#### *Social Representation of Climate Change among Young Spanish University Students DOI: http://dx.doi.org/10.5772/intechopen.98258*

In relation to the statements referring to CC effects and risk perception in cluded in the consequences dimension (increase in temperature, rainfall and desertification in the Iberian Peninsula), it can be seen that territorial context 3 is the one with the highest self-perceived information; however, it is the sample that obtains the lowest values of correct answers and incorrectly assesses the item "Climate change will reduce rainfall in my country". Accordingly, the second hypothesis is also rejected.

H3. Different political and cultural contexts between two territories generate different pro-environmental attitudes and feelings of information and therefore different social representations about the causes, consequences and solutions of climate change and its relation to water.

For this hypothesis, three results are concluded:

1.The self-perception of the level of information is higher in territorial context 3, followed by territorial context 2 and 1 in the following variables:

To what extent do you feel informed about climate change in general, on the causes of climate change and on the consequences of climate change.

2.The self-perception of the level of information is higher in territorial context 3 but the same in territorial context 1 and 2 on the variables: To what extent do you feel informed about climate change in general, on the causes of climate change and on the consequences of climate change?

To what extent do you feel informed about measures to combat climate change? How do you rate the training you have received on climate change/Rates your degree of pro-environmental attitude?

3.Participation in specific training activities on CC in all variables is the same for all three territorial contexts.

It should be noted that territorial context 3 (contrast sample) is the territory with the same rainfall and temperature characteristics as territorial context 2, and yet it does not comply with the first two premises, and therefore the third hypothesis is not supported either.

Thus, we conclude that:

The relationship of information sensation in different political-cultural contexts between two territories, generate self-perceptions of the level of information but not different social representations about causes, consequences and solutions to the climate crisis and its relationship with water.

Repeated confusions are perceived in the three territorial contexts in relation to the items referring to greenhouse gases, greenhouse effect, acid rain, ozone layer, meat consumption. Thus, it can be concluded that the pattern is repeated.

### **6. Conclussion**

Almost all the university students surveyed are aware of the phenomenon of climate change. Recognise what is happening and that the changes are mainly due to human causes. The level of climate literacy of the university students is medium-high.

All the academics involved in this research, regardless of where they come from, agree that the impacts of climate change will happen both globally and regionally (in their country). They identify that there will be episodes of extreme atmospheric. Phenomena and impacts on health, they are sure that the country where they live is more responsible for the causes of climate change than they are personally and they agree that they have received very little information on climate change in their training and little or no specific complementary training on the subject outside the university context.

There is a negative and erroneous belief about the fundamental biophysical processes for the development of life on Earth, as is the case of the greenhouse effect or errors in other ideas and para-scientific concepts.

The level of general knowledge about climate change stands out comparatively over other population groups less familiar with the scientific field in line with the available literature. The weight of the common knowledge of climate change is remarkable in the university students surveyed, probably due to the social interactions and informal communication that is generated around this phenomenon. There is a coexistence between the knowledge acquired in higher education and that acquired in non-academic contexts.

Relationship between the water crisis and climate change: the degree of knowledge of students about this relationship is much higher than when studying it by dimensions.

The self-perception of climate change information of university students in the context of contrast does not match the scientific correctness of the responses obtained in their vast majority.

When comparing the three territorial contexts: territory and climate has not an influence on the social representation of climate change.

Finally, we highlight the most relevant aspects of the results of this study:

1.Aspects to be highlighted regarding the Knowledge Branch:

There are significant differences in general between students belonging to the branches of knowledge of natural sciences and engineering and students of social sciences and humanities, with the former having greater knowledge of the dimensions of climate change studied in this work.

2.Aspects to be highlighted in terms of the degree:

Degrees that include in their educational offerings subjects that deal with climate sciences, in addition to social sciences, such as the Environmental Sciences degree, increase students' knowledge of climate change somewhat more than in the rest of the degrees.

3.Aspects to be highlighted regarding the course:

The increase in the number of years of university education does not influence a better climate literacy of the student nor the competence to answer correctly the questions of the questionnaire.

4.Aspects to be highlighted in terms of territory:

The weight of the common culture around the different aspects of climate change prevails over the influence of the territory.

Although in some aspects, such as the different perceptions of the relationship between the climate crisis and the water crisis, it can be noted in the three territorial contexts analysed, in general, it can be said that university students in these three contexts follow practically the same patterns in terms of the social representation of climate change.

#### *Social Representation of Climate Change among Young Spanish University Students DOI: http://dx.doi.org/10.5772/intechopen.98258*

To conclude, we would like to talk about the final considerations and limitations that have arisen in this work. The specific objectives have been achieved as it has been possible to explore the influence of common culture in relation to the variables studied. Important findings have been obtained in terms of understanding how social representations of climate change are formed in university students. In addition, future lines of research may be oriented towards studying how climate change is being dealt with in other university contexts in their curricula. Differences or discrepancies have been found between the theory studied and the data obtained, and it has been possible to determine that there is a relationship between the justification for this research and the results obtained.

With regard to the limitations of the study, it was initially decided to carry out this research, taking only Andalusian university students as a sample for the study, however, the lack of logistical and economic resources did not allow for this. This led to the limitation of the type of study due to the sample. Despite the fact that it was possible to survey a large number of university students, doubts sometimes arose as to whether the sample was representative or not. It should therefore be made clear that this study is, among other things, an exploratory study, which works with non-parametric descriptive statistics and, therefore, by quotas, i.e. it selects a sample from each region to allow comparisons. Another limitation of the study was not being able to make a more exhaustive comparison with respect to the territorial context of the student. That is to say, in this research we were able to work with two universities in the north of the Iberian Peninsula and only one in the south, so if we had had the opportunity to work with another university in the south of the Peninsula it would have been more correct, but the means did not allow it either. However, as this study is part of an international project, future lines of research can address this limitation in order to broaden the focus of the study and the project itself.
