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Polin Chhay, Chulalongkorn University, ThailandAbstract
The purpose of this study is to explore how Facebook supports climate action awareness (SDG 13) among Cambodian university students and which content formats students perceive as most effective. A quantitative online survey was conducted with 81 undergraduates from Cambodian universities. The questionnaire measured Facebook engagement, exposure to climate-related content, and perceived effectiveness of different content formats. Using descriptive statistics and inferential tests, including regression and t-tests (SPSS). The findings indicate that Facebook engagement is significantly associated with environmental awareness (R2 = 0.752, p .001). Students reported moderate but consistent exposure to climate-related content on Facebook (M = 3.25–3.52), with motivation to learn emerging as the most common response. Visually rich content formats were perceived as the most effective for environmental learning, particularly videos (M = 3.67) and infographics (M = 3.62), while active engagement behaviors such as commenting and sharing remained relatively limited. These findings suggest that Facebook can function as an informal learning space for environmental learning when content is visual, accessible, and designed to encourage engagement. The study provides Cambodia-based evidence that can inform educators, NGOs, and policymakers in developing more effective social media for climate literacy in higher education.
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Conference: SEACE2026Stream: Education
This paper is part of the SEACE2026 Conference Proceedings (View)
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To cite this article:
Chhay P. (2026) The Role of Facebook in Promoting Environmental Education and Awareness of Sustainable Goal 13 (Climate Action) Among Cambodian University Students ISSN: 2435-5240 The Southeast Asian Conference on Education 2026: Official Conference Proceedings (pp. 199-209) https://doi.org/10.22492/issn.2435-5240.2026.17
To link to this article: https://doi.org/10.22492/issn.2435-5240.2026.17
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