Omani students views about global warming: Beliefs about actions and willingness to act

Abdullah Ambusaidi, Edward Boyes, Martin Stanisstreet, Neil Taylor*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

47 Citations (Scopus)


A 44-item questionnaire was designed to determine students views about how useful various specific actions might be in helping to reduce global warming, their willingness to undertake these various actions and the extent to which these two might be related. The instrument was administered to students in Grades 6 to 12 (N = 1532) from 12 schools in the Sultanate of Oman. The findings indicated that the majority of Omani students believe that global warming is happening now, and are concerned about it. Students are willing to undertake some actions, such as switching off unused domestic appliances, more than others, such as using public transport, despite the fact that they believe the latter would reduce global warming. Novel indices were constructed to explore the relationship between belief and willingness to act for specific actions. The findings suggest that the link between belief and willingness to act is stronger for some actions, such as increasing recycling, than others, such as using smaller, more fuel-efficient cars. This approach allows us to identify pro-environmental actions that may, in terms of effecting behaviour change, be useful to include in teaching schemes.

Original languageEnglish
Pages (from-to)21-39
Number of pages19
JournalInternational Research in Geographical and Environmental Education
Issue number1
Publication statusPublished - Feb 6 2012


  • Oman
  • climate change
  • environmental education
  • global warming
  • student attitudes

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Education
  • Management, Monitoring, Policy and Law


Dive into the research topics of 'Omani students views about global warming: Beliefs about actions and willingness to act'. Together they form a unique fingerprint.

Cite this