Global Climate Change Awareness ScaleNCT07881419
The Effect of AI-Supported Climate Change Education on Adolescents' Levels of Awareness and Concern
A study testing AI-Supported Climate Change Education Using Virtual Reality in people with Global Climate Change Awareness Scale and Climate Change Concern Scale, run by Yuzuncu Yil University at 1 site in Turkey (Türkiye).
Trial summary
This study was conducted to assess the impact of AI-supported climate change education on adolescents' awareness of global climate change and their levels of concern about climate change. Read more about this study
- Who is it for?
- Ages 13 to 15 monthsHealthy volunteers can take part
- Conditions the study is for
- Global Climate Change Awareness Scale, Climate Change Concern Scale
- What is being tested?
- AI-Supported Climate Change Education Using Virtual Reality
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 17 Feb 2026to 12 Jun 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 13 to 15 months
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Aged 13-15,
- Enrolled in the 8th grade,
- Open to communication,
- Having verbally expressed a desire to participate,
- Having no contraindications for using SG glasses,
- Students with consent from a legal guardian/parent.
Who cannot join
- • Students with hearing or visual impairments,
- Students who are unresponsive to communication,
- Students who have incompletely filled out data collection instruments or for whom final test data could not be obtained,
- Students for whom consent from a legal guardian or parent could not be obtained.
Trial locations and contacts
1 site in 1 country.
About this study
This study was conducted to assess the impact of AI-supported climate change education on adolescents' awareness of global climate change and their levels of concern about climate change. The study was conducted at a middle school affiliated with the Ministry of National Education in a province in the Southeastern Anatolia Region between December 2025 and September 2026, using a pre-test-post-test control group experimental design. The population of the study consists of 8th-grade students attending middle schools in the province. The schools from which data were collected were selected using a random draw. The study was conducted with a total of 120 students, comprising an experimental group (n=60) and a control group (n=60). Students in the experimental group received artificial intelligence-supported climate change education using virtual reality (VR) headsets. Data were collected using the Data Collection Form, the Climate Change Worry Scale (CCWS), and the Global Climate Change Awareness Scale (GCCAS). Descriptive statistics, chi-square and Fisher's exact tests, t-tests for dependent and independent samples, and ANOVA for mixed-design repeated measures were used in the analysis of the data. Effect sizes were assessed using partial eta-squared (η²p) and Cohen's d. Ethical principles were adhered to throughout the study. According to the research findings, the baseline characteristics of the experimental and control groups were found to be similar (p > 0.05). It was found that the average GCCAS and CCwS scores of the experimental group increased following AI-supported education (p<0.001). In the control group, however, it was determined that the pre-test to post-test changes in GCCAS and CCWS scores were not statistically significant (p > 0.05). It was found that time × group interactions were significant for GCCAS and CCWS, and that there were differences of large effect size in favor of the experimental group on the final test. It was found that AI-supported climate change education increases adolescents' awareness of global climate change and also leads to an increase in their levels of concern about climate change. In this regard, it is recommended that AI-supported educational programs be used in school health practices to enhance adolescents' awareness of climate change; and that school health nurses monitor students' emotional responses to climate change to help balance rising anxiety through appropriate coping strategies, self-efficacy, and support mechanisms.
- Being tested
- AI-Supported Climate Change Education Using Virtual Reality
- Keywords
- Adolescence, Pediatric Nursing, Climate Change, School Health Nursing, Artificial Intelligence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
AI-Supported Climate Change Education Using Virtual RealityBehavioural
The researcher conducted the "AI-Supported Climate Change Education Using SG Glasses" program with students in the form of face-to-face sessions. The training videos were shown to the experimental group using SG glasses in the guidance room-in four segments, each approximately 3 minutes long-at times deemed appropriate by the teachers so as not to disrupt regular classes, taking into account the availability of a suitable empty classroom or the guidance room. Two-minute breaks were given between videos to allow students to rest, refocus their attention, and provide feedback. After all the videos were watched, a 5-minute session was held for verbal explanation, question-and-answer, and feedback. The experimental group received a reinforcement training session using the SG glasses two weeks after the initial training, during which the students' questions were answered. However, no educational intervention was provided to the students in the control group during the same time period. At t
| Study group | Role | What they receive |
|---|---|---|
| AI-Supported Climate Change Education Group | Experimental | Adolescents in the intervention group were shown AI-powered educational videos on climate change via virtual reality headsets. Individual training plans were developed, and one-on-one instruction was provided to each student. Each student received training twice. A reinforcement session was conducted two weeks after the initial training. Students watched four videos, each lasting approximately three minutes. A two-minute break and feedback period was provided between the videos. At the end of the training, a five-minute period was allocated for a question-and-answer feedback session. Post-test questionnaires were administered four weeks after the initial training. Receives: Behavioral: AI-Supported Climate Change Education Using Virtual Reality |
| No Intervention: Control Group | No intervention | No training was provided to the adolescents assigned to the control group. Post-test questionnaires were administered four weeks after the pre-test. |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Global Climate Change Awareness Scale
The Global Climate Change Awareness Scale is a 19-item, 5-point Likert-type instrument consisting of three sub-dimensions: effects of climate change, knowledge awareness, and causes of climate change. Total scores range from a minimum of 19 to a maximum of 95, with higher scores indicating greater awareness of global climate change. There are no reverse-coded items. Higher scores on the individual sub-dimensions also indicate greater awareness. The Cronbach's alpha reliability coefficient for the overall scale was 0.910 in the original validation study. In the present study, Cronbach's alpha coefficients were 0.881 for the pre-test and 0.934 for the post-test.
Measured: 4 weeks
The Climate Change Worry Scale
The Climate Change Worry Scale is a 10-item, 5-point Likert-type instrument consisting of two sub-dimensions: anxiety (7 items) and sense of helplessness (3 items). Response options range from 1 ("Never") to 5 ("Always"). Total scores range from a minimum of 10 to a maximum of 50, with higher scores indicating greater climate change anxiety. The Turkish adaptation of the scale demonstrated a two-factor structure, explaining 64.17% of the total variance. The Cronbach's alpha reliability coefficients were 0.87 for anxiety, 0.83 for sense of helplessness, and 0.91 for the overall scale. In the present study, Cronbach's alpha coefficients were 0.703 for the pre-test and 0.728 for the post-test.
Measured: 4 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted19 Oct 2026
- Study start17 Feb 2026
- Primary completion12 Jun 2026
- Study completion12 Jun 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Global Climate Change Awareness ScaleStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- To facilitate the assignment of students to experimental and control groups, information was obtained from the school administration indicating that there were six 8th-grade classes and a total of 240 students. Class-based randomization was employed rather than individual randomization to prevent interaction among students and the cross-contamination of information between groups. The names of the classes were written on slips of paper and folded; students from the classes named on the first three drawn slips were assigned to the experimental group, while students for the control group were selected from the classes named on the remaining three slips. Regarding the selection of specific students, an ordered list-sorted by school number-was obtained for the classes assigned to the experimental group, and the first 60 students on this list were included in the experimental group. The same method was applied to select students for the control group.
- Masking
- None (open label)
- Enrolment
- 120 participants (actual)
Sponsor and investigators
- Lead sponsor
- Yuzuncu Yil University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Veysel Can, Yuzuncu Yil University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07881419
- Sponsor's protocol ID
- 2025/12-09
- Status last verified
- Oct 2026
- First submitted
- 12 Oct 2026
- Last updated
- 28 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 28 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of AI-Supported Climate Change Education on Adolescents' Levels of Awareness and Concern
- ClinicalTrials.gov ID
- NCT07881419
- Acronym / sponsor ID
- 2025/12-09
- Keywords
- Adolescence, Pediatric Nursing, Climate Change, School Health Nursing, Artificial Intelligence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 120 participants (actual)
- Lead sponsor
- Yuzuncu Yil UniversityUniversity, hospital or other
- Study start
- 17 Feb 2026 (actual)
- Primary completion
- 12 Jun 2026 (actual)
- Study completion
- 12 Jun 2026 (actual)
- First posted
- 19 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study was conducted to assess the impact of AI-supported climate change education on adolescents' awareness of global climate change and their levels of concern about climate change. The study was conducted at a middle school affiliated with the Ministry of National Education in a province in the Southeastern Anatolia Region between December 2025 and September 2026, using a pre-test-post-test control group experimental design. The population of the study consists of 8th-grade students attending middle schools in the province. The schools from which data were collected were selected using a random draw. The study was conducted with a total of 120 students, comprising an experimental group (n=60) and a control group (n=60). Students in the experimental group received artificial intelligence-supported climate change education using virtual reality (VR) headsets. Data were collected using the Data Collection Form, the Climate Change Worry Scale (CCWS), and the Global Climate Change Awareness Scale (GCCAS). Descriptive statistics, chi-square and Fisher's exact tests, t-tests for dependent and independent samples, and ANOVA for mixed-design repeated measures were used in the analysis of the data. Effect sizes were assessed using partial eta-squared (η²p) and Cohen's d. Ethical principles were adhered to throughout the study. According to the research findings, the baseline characteristics of the experimental and control groups were found to be similar (p > 0.05). It was found that the average GCCAS and CCwS scores of the experimental group increased following AI-supported education (p<0.001). In the control group, however, it was determined that the pre-test to post-test changes in GCCAS and CCWS scores were not statistically significant (p > 0.05). It was found that time × group interactions were significant for GCCAS and CCWS, and that there were differences of large effect size in favor of the experimental group on the final test. It was found that AI-supported climate change education increases adolescents' awareness of global climate change and also leads to an increase in their levels of concern about climate change. In this regard, it is recommended that AI-supported educational programs be used in school health practices to enhance adolescents' awareness of climate change; and that school health nurses monitor students' emotional responses to climate change to help balance rising anxiety through appropriate coping strategies, self-efficacy, and support mechanisms.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- To facilitate the assignment of students to experimental and control groups, information was obtained from the school administration indicating that there were six 8th-grade classes and a total of 240 students. Class-based randomization was employed rather than individual randomization to prevent interaction among students and the cross-contamination of information between groups. The names of the classes were written on slips of paper and folded; students from the classes named on the first three drawn slips were assigned to the experimental group, while students for the control group were selected from the classes named on the remaining three slips. Regarding the selection of specific students, an ordered list-sorted by school number-was obtained for the classes assigned to the experimental group, and the first 60 students on this list were included in the experimental group. The same method was applied to select students for the control group.
| Arm | Type | Receives |
|---|---|---|
| AI-Supported Climate Change Education Group | Experimental | Behavioral: AI-Supported Climate Change Education Using Virtual RealityAdolescents in the intervention group were shown AI-powered educational videos on climate change via virtual reality headsets. Individual training plans were developed, and one-on-one instruction was provided to each student. Each student received training twice. A reinforcement session was conducted two weeks after the initial training. Students watched four videos, each lasting approximately three minutes. A two-minute break and feedback period was provided between the videos. At the end of the training, a five-minute period was allocated for a question-and-answer feedback session. Post-test questionnaires were administered four weeks after the initial training. |
| No Intervention: Control Group | No intervention | –No training was provided to the adolescents assigned to the control group. Post-test questionnaires were administered four weeks after the pre-test. |
Who may qualify
- Ages
- 13 to 15 months
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (6 listed)
- Aged 13-15,
- Enrolled in the 8th grade,
- Open to communication,
- Having verbally expressed a desire to participate,
- Having no contraindications for using SG glasses,
Key exclusion criteria (4 listed)
- • Students with hearing or visual impairments,
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| AI-Supported Climate Change Education Using Virtual RealityThe researcher conducted the "AI-Supported Climate Change Education Using SG Glasses" program with students in the form of face-to-face sessions. The training videos were shown to the experimental group using SG glasses in the guidance room-in four segments, each approximately 3 minutes long-at times deemed appropriate by the teachers so as not to disrupt regular classes, taking into account the availability of a suitable empty classroom or the guidance room. Two-minute breaks were given between videos to allow students to rest, refocus their attention, and provide feedback. After all the videos were watched, a 5-minute session was held for verbal explanation, question-and-answer, and feedback. The experimental group received a reinforcement training session using the SG glasses two weeks after the initial training, during which the students' questions were answered. However, no educational intervention was provided to the students in the control group during the same time period. At t | Behavioural | AI-Supported Climate Change Education Group |
Primary outcome
The Global Climate Change Awareness Scale
Time frame: 4 weeks
The Global Climate Change Awareness Scale is a 19-item, 5-point Likert-type instrument consisting of three sub-dimensions: effects of climate change, knowledge awareness, and causes of climate change. Total scores range from a minimum of 19 to a maximum of 95, with higher scores indicating greater awareness of global climate change. There are no reverse-coded items. Higher scores on the individual sub-dimensions also indicate greater awareness. The Cronbach's alpha reliability coefficient for the overall scale was 0.910 in the original validation study. In the present study, Cronbach's alpha coefficients were 0.881 for the pre-test and 0.934 for the post-test.
The Climate Change Worry Scale
Time frame: 4 weeks
The Climate Change Worry Scale is a 10-item, 5-point Likert-type instrument consisting of two sub-dimensions: anxiety (7 items) and sense of helplessness (3 items). Response options range from 1 ("Never") to 5 ("Always"). Total scores range from a minimum of 10 to a maximum of 50, with higher scores indicating greater climate change anxiety. The Turkish adaptation of the scale demonstrated a two-factor structure, explaining 64.17% of the total variance. The Cronbach's alpha reliability coefficients were 0.87 for anxiety, 0.83 for sense of helplessness, and 0.91 for the overall scale. In the present study, Cronbach's alpha coefficients were 0.703 for the pre-test and 0.728 for the post-test.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 28 Oct 2026.
- Individual participant dataSharing planned: No
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing AI-Supported Climate Change Education Using Virtual Reality in people with Global Climate Change Awareness Scale and Climate Change Concern Scale, run by Yuzuncu Yil University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 28 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
The Global Climate Change Awareness Scale (time frame: 4 weeks). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 28 Oct 2026.