شبكة المعلومات العربية التربوية

The study aims to identify the representations of Moroccan students on sustainable development and global warming and compare them with the results of a previous study. The questionnaire was distributed to 222 male and female students in qualifying secondary education in Casablanca, Morocco, between the ages of 15 and 22 years. The results of the study revealed that the representations of Moroccan students for sustainable development and global warming are characterized by pluralism and bilateralism. As for pluralism, the current study concluded that Moroccan students do not have a single representation of sustainable development, but there are multiple representations that include the social, economic, political and environmental dimensions. The socio-economic dimension is the most visible in the representations of Moroccan students on sustainable development. And their representations of global warming are partial, and unclear. As for dualism, it is evident that these representations are governed by the cognitive dissonance that appears in the contradiction between thinking and behavior. In the context of the comparison between the results of the current study and the previous study, it was concluded that the representations of swiss and Indian students centered primarily on the environmental dimension, unlike the representations of Moroccan students focused on the social and economic dimension. As for the points of convergence, it is reflected in the fact that all members of the samples, whether Moroccan, swiss or Indian students, have a holistic view and lack of clarity on the topic of sustainable development and global warming, with a contradiction between thinking and behavior, especially when it comes to the phenomenon of global warming. Therefore, we propose to intensify efforts to advance the field of environmental education and search for more effective ways to achieve the goals of sustainable development. (Published abstract)