In recent years, rapid changes in the Earth's climate and environment have influenced our lives greatly. The ocean occupies 70% of the Earth's surface and is intimately related to the regulation of climate, fostering of life, and also to social economy, as well as sports and leisure. Students in the senior years of primary education are in a phase of developing value systems. Concurrently, these students are also constantly using the Earth's resources. More importantly, they will play leading roles in the next generation. From the perspective of education, the learning status of student's cognition, attitudes, and behaviors regarding protection of the marine environment must be understood more clearly to avoid future mismanagement of marine environmental problems on the part of these students. Hence, this study uses correlative, regressive, and path statistical analysis to examine data collected from questionnaires. Results show that student knowledge of and attitudes toward marine environmental protection do not have significant influences on behaviors; however, student's marine environmental protection knowledge, attitudes, and behaviors are all within the medium to high range. Because of relatively low student curricular involvement, and because involvement has no correlation with knowledge performance, this study infers that school curricula are not the main sources of student information and attitudes regarding marine environmental protection. Rather, building student attitudes toward marine environmental protection by increasing their involvement in field trips indirectly influences behaviors that are protective of the marine environment. Such an approach is comparatively more effective and can serve as a reference for modifying the implementation methods of marine protection curricula.
With the rapid development of climate change adaptation over recent decades, a considerable amount of evidence has been collected on maladaptation associated with climate change adaptation initiatives, particularly in terms of risk transfer and risk substitution. Increasing our understanding of maladaptation is important for avoiding negative outcomes of adaptation project implementation. However, maladaptation has received limited research attention. Previous research has focused on frameworks that can assist in defining and avoiding maladaptive risk and be applied to adaptation initiative planning processes. Adaptation may cause more significant influences on spatial land change than the direct effect of climate change does. Identifying the adaptation consequences that are likely to result in maladaptation is crucial. A combination of spatial land analysis and climate change analysis can be used for the aforementioned identification. However, empirical case studies on methods that can assess and evaluate the risk of maladaptation by integrating spatial and temporal aspects in a land spatial modeling tool have not been conducted. The present study aimed to fill this research gap by exploring the existing knowledge on maladaptation to climate change. We examined the interaction among spatial analysis, evaluated maladaptation frameworks, and project design to extend our conceptual understanding on maladaptation to climate change. We adopted a systematic review method that involved considering several questions including the following: (a) What are the definitions and categories of maladaptation? (b) What methods and theoretical frameworks exist for the assessment and evaluation of maladaptive risk? (c) How have climate-related research communities considered issues of maladaptation? (d) What are the experimental studies on land use change that can be referred to for minimizing maladaptive risks in future adaptation planning? In conclusion, further research on maladaptation should integrate spatial land analysis methods to facilitate the identification and avoidance of maladaptive risk in the initial stage of adaptation planning.
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