This paper aims to examine associations between digital platforms and climate literacy dimensions (knowledge, attitudes and behavioral intentions) among Chinese university students.
A mixed-methods design was used, combining a survey of 1,236 students from eight universities (based on the Inventory of Biotic Climate Literacy), platform usage data and 36 semistructured interviews. Structural equation modeling analyzes quantitative relationships.
Frequent digital engagement is associated with higher levels of climate knowledge and stronger pro-climate attitudes. MOOCs showed the strongest positive association with climate knowledge (β = 0.36, p < 0.001), whereas social media showed stronger associations with attitudinal formation (β = 0.23, p < 0.001) and indirect behavioral influence.
The cross-sectional design limits causal inference; future longitudinal or experimental studies are needed.
Universities should integrate credible, localized digital content into curricula and address misinformation and digital divides to maximize the impact of climate education.
This study refines the knowledge–attitude–behavior model by incorporating digital engagement as a contextual mediator, offering the first large-scale empirical evidence from China’s higher education context.
