Educating for Tomorrow: The Crucial Alliance between Universities and Government Policies in Empowering Communities against Climate Change

Abstract

This research aims to examine the role of universities in supporting government policies to empower communities in facing climate change. The research method used is quantitative with a survey design. The research sample consisted of 141 respondents from two faculties at XYZ University. Data was collected through a questionnaire distributed via Google Form which was shared via WhatsApp. The data analysis technique uses structural equation modeling (SEM) using the Warp-PLS application. The research results show several important findings, namely: (1) Perception has a significant influence on the participation of the academic community in facing climate change,(2) Perception does not have a significant influence on higher education involvement in dealing with climate change, (3) Government policies have an important role in handling climate change but do not have a direct influence on academic community participation,(4) Government policies have a significant influence on university involvement in dealing with climate change, (5) Technological literacy has a significant influence on the participation of the academic community in facing climate change, (6) Technological literacy has a significant influence on university involvement in dealing with climate change, (7) University involvement has a significant direct influence on the role of the academic community in dealing with climate change. This research highlights the importance of perceptions, government policies, and technological literacy in supporting higher education institutions' efforts to address climate change and encourage the participation of the academic community in the climate change agenda. In addition, this research shows that university involvement has a central role in influencing the role of the academic community in facing the challenges of climate change