Climate Information in Their Hands: Urban Youth in the Global South Navigating a Broken Landscape
- iSchools News
- Jul 9
- 4 min read
Issue #107
by Md Khalid Hossain (Monash University, Faculty of Information Technology)
Earlier this year, I had the sobering experience of traveling to some of the most climate-vulnerable areas of Bangladesh. There, I met young people from fishing communities who are grappling with the direct and often devastating impacts of climate change on their daily lives. What struck me most was their urgent need for specific, actionable information to navigate these growing challenges. This observation resonated deeply when I subsequently interacted with urban youth in Bangladesh, whose information needs, while perhaps manifesting in different contexts, echoed a similar plea for clarity and guidance. It is against this backdrop of firsthand experience that I want to offer my reflections on a recent study.
In recent work published in Climate Policy, titled “Information needs and methods of accessing climate information by urban children and youth in Bangladesh: a policy-practice agenda,”¹ my colleagues and I have endeavored to shed light on a crucial, yet often underexplored, dimension of climate action. We tried to offer practical insights into how young people in urban areas, particularly within nations of the Global South, engage with climate information. It is my firm belief that understanding these dynamics is essential for crafting more effective strategies to build resilience and foster climate mitigation in the face of escalating environmental challenges.
The genesis of our research lies in a stark reality I have observed: urban centers across the Global South are increasingly vulnerable to the multifaceted impacts of climate change. Densely populated, often with overburdened infrastructure, and reliant on complex resource networks, these cities face a unique set of challenges. Bangladesh, where our research was
focused, serves as a poignant example, grappling with frequent urban flooding, heat stress, and complex waste management issues. These are often compounded by socio-economic disparities that limit adaptive capacities. What truly compels me, however, is the undeniable fact that young people are destined to bear a disproportionate share of climate change’s burdens. Despite this impending reality and their growing activism, their efforts can often be hindered by a lack of access to specific, actionable information tailored to their local contexts. It was this observation that motivated us to investigate their climate information needs, their current modes of access, and their capacity to utilize this knowledge effectively.
As we delved into this research, gathering perspectives from a diverse group of over 300 individuals, including children, youth, parents, educators, and various professionals, a nuanced picture began to emerge. What struck me, perhaps most profoundly, was the apparent paradox: while urban children and youth in Bangladesh generally exhibit a commendable awareness of climate change, often cultivated through school curricula and NGO initiatives, there exists a palpable gap in their understanding of concrete, actionable responses. They can articulate the broad impacts on critical sectors like education, health, and food security; indeed, many recounted direct experiences of climate-induced disruptions such as school closures due to floods. Yet, when probed about specific climate actions related to health or education, their knowledge became less defined. This suggests to me that while the seed of awareness has been planted, the practical pathways for engagement remain somewhat obscured. This finding resonates deeply with my understanding of similar contexts in the Global South, where general environmental consciousness often precedes localized, practical know-how, underscoring a vital area for intervention in climate education.
Our investigation into their information needs revealed a demand for specificity that I found particularly compelling. These young people are not just seeking abstract scientific data; they crave practical, localized, and actionable information. For instance, their desire for detailed guidance on waste management, how to sort it, where it goes, and even its financial implications for households, speaks volumes. From an adaptation standpoint, the yearning for knowledge on food storage and preservation during disasters, along with essential medical and educational preparedness, highlights a deep-seated need for immediate, life-sustaining information. Furthermore, their consistent emphasis on timely weather forecasts and clear instructions for action before, during, and after disasters points to a pragmatism that policymakers should heed. They also articulated a need for information on responsible authorities, practical tips for initiatives like rooftop gardening, and details on water and energy conservation. This granularity of information needs suggests that general awareness campaigns, while important, may not be enough to truly empower young people to take meaningful action. It tells me that we must move beyond broad strokes to provide the precise details that enable tangible steps on the ground.
Reflecting on how they access this information, I observed a significant reliance on digital platforms. Television, Facebook, YouTube, and online newspapers frequently emerged as primary sources. This digital prevalence, to me, highlights both a great opportunity and a considerable challenge. While platforms like Facebook and YouTube offer unprecedented avenues for young people to engage with discussions from public figures, activists, and various organizations, they also present a fertile ground for misinformation. The battle for reliable information is real, and it is being waged on these digital fronts. Non-digital sources, such as books and in-person engagements with NGOs, still hold importance, particularly for foundational knowledge. I believe the continued role of educational institutions and teachers as trusted non-digital sources cannot be overstated. However, the omnipresent issue of the “digital divide”, where limited access to devices, unstable internet connectivity, and varying levels of digital literacy exclude segments of the youth population, particularly girls in some societal contexts, is a critical barrier that we cannot ignore. This exclusion, I feel, underscores the necessity of a multi-pronged approach that values both digital innovation and traditional, accessible channels for information dissemination.
1: Hossain, M. K., Lokmic-Tomkins, Z., Oliver, G., Bhowmik, J., Rahman, S., Anwar, M., Frings-Hessami, V., & Kanij, T. (2025). Information needs and methods of accessing climate information by urban children and youth in Bangladesh: a policy-practice agenda. Climate Policy, 1–17.
Feature Stories solely reflect the opinion of the author.
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