Bridging the Awareness Gap: Mobilizing Rural and Peri-Urban Communities for Climate Action

INTRODUCTION

In today’s world ,where humanity is rapidly developing and expanding their reach to another

planets, there are something a large amount of humans are neglecting, either intentionally or

unintentionally. The topic is Global warming and Climate change . To prevent or stop something

from happening we should first make people realize the fact that they are affected or being

affected. If a large population remain unaware , we could never be able to kill the issue

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ISSUES

Global warming and climate change , these are one of the most important and severe topics or

issues that humanity should focus on. Though a few people are really doing their best to tackle the

issues but they are unable to affect a large population. By internet we can influence roughly 5.4

Billion people out there. But this way is not fully effective some times and there are more 2.6

Billion people who are still remaining unaware. They young people are mostly taught in a way that

they are unable to relate and realise the matter ( ex. Indian students).The main stream medias in

countries like India are heavily biased and don’t significantly contribute in informing people about

the environmental crisis of their locality.Political leaders only focus on the topics that could rapidly

affect the opinion of a big community. And because people are not that aware of the issue , they

are not forcing their leadership to do something about that .

In details-

Barriers to Climate Awareness

3.1 Limited access to information and lower formal education

In many rural areas, literacy rates and years of schooling lag behind urban centers. Even when

basic knowledge of climate change exists, detailed scientific concepts—like greenhouse‐gas

mechanisms—are poorly understood or reinterpreted through local worldviews. A study from

Saurashtra and Kutch found that although rural residents could name causes and solutions for

climate change, they often lacked the background to comprehend the underlying science, leading to

mismatches between “knowledge” and actionable understanding. Likewise, nationwide polling

shows only 55% of rural Indians have even heard of “climate change” or “global warming,” versus

74% in urban areas.

3.2 Immediate livelihood pressures overshadow long-term risks

For smallholder farmers, daily concerns—crop yields, water availability, livestock health—take

priority over abstract, future-oriented threats. When erratic rains or heatwaves damage this

season’s harvest, it’s seen as “just weather,” not a signal of systemic climate shifts. Field reports

from Bihar’s makhana farmers highlight how erratic rainfall and rising temperatures are already

harming livelihoods, yet policy responses and awareness campaigns seldom connect these shocks

explicitly to climate change

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3.3 Perception that climate impacts are distant or someone else’s problem

Many in peri-urban settlements believe that serious climate effects—sea-level rise, glacial melt,

large-scale biodiversity loss—will occur “elsewhere” or “later,” not in their own village. A global

Ipsos survey found 68% of urban Indians think the worst impacts are too far off to worry about

now—and that personal behavior changes won’t make a dent . This “out-of-sight, out-of-mind”

framing dampens motivation to learn more or adapt locally.

3.4 Cultural beliefs, social norms, and mistrust of external messages

In tightly knit rural societies, information flows through word-of-mouth and local leaders—if those

influencers doubt climate science, skepticism spreads. Studies of global South communities note

that people often trust family or community narratives over “distant experts,” so even clear

evidence may be discounted as irrelevant or exaggerated . Where political leadership downplays

climate as a “future concern,” local populations follow suit, seeing little reason to engage now .

3.5 Structural barriers and the value–action gap

Even when concern exists, many barriers block translation into action: lack of time, money,

infrastructure (e.g., no public recycling or renewable‐energy options), and competing

responsibilities. Social-psychological research labels this the “value–action gap”: people may value

the environment but not act without clear incentives, trusted information, or institutional support .

In peri-urban settlements—where services like waste collection or reliable public transport are

patchy—practical constraints often override environmental intentions.

4.Institutional and Social Responsibility

4.1 Inadequate Political Engagement and Accountability in Climate Awareness

Despite the growing urgency of climate change impacts across India, political leadership at both

local and national levels remains insufficiently proactive in fostering climate awareness, especially

in rural and peri-urban regions. Political leaders often possess the authority, resources, and reach

necessary to shape public understanding, mobilize institutional support, and integrate climate

resilience into development planning. However, this potential remains underutilized due to a

combination of short-term political agendas, lack of scientific literacy, and insufficient policy

prioritization.

A significant gap exists between national-level climate commitments—such as those made under

the Paris Agreement or India's National Action Plan on Climate Change—and their translation into

grassroots action. In rural constituencies, elected representatives rarely prioritize climate literacy or

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environmental education as part of their developmental mandate. Instead, they focus on more

visible infrastructure projects (e.g., road construction, electricity connections), which are more

politically rewarding in the short term. This neglect contributes to the persistence of

misinformation and low-risk perception among the rural electorate, who are simultaneously the

most vulnerable to climate-related shocks like droughts, heatwaves, and crop failures.

Moreover, local political actors frequently lack the necessary training or incentive to communicate

climate issues effectively. When environmental issues are addressed, they are often framed in

vague or religious terms (e.g., “protecting nature” or “respecting tradition”) rather than in the

scientifically grounded, actionable language required for building resilience. In some cases,

political leaders have actively downplayed climate change to avoid accountability, blaming erratic

weather on cyclical patterns or divine will rather than linking it to human-induced causes. Such

narratives reduce the sense of urgency among citizens and delay the adoption of adaptive

behaviors.

Furthermore, funding for community-based climate awareness programs is often absent or

misallocated. Government-sponsored initiatives tend to be urban-centric, with limited penetration

into peri-urban or remote village communities. Panchayats and municipal bodies, which could

serve as effective vehicles for grassroots awareness, are rarely equipped or empowered to conduct

climate outreach, due to both policy neglect and financial constraints.

In summary, the current political response to climate awareness in rural and peri-urban India is

fragmented, insufficiently localized, and often symbolic. Without strategic involvement from

political leaders—through curriculum reforms, public communication, decentralization of climate

funds, and institutional support—the gap between climate knowledge and community-level action

is unlikely to close. This inaction not only perpetuates environmental ignorance but also

undermines the long-term resilience of some of the most climate-vulnerable populations.

4.2 Media Representation and the Crisis of Climate Communication

The media, as a powerful tool for shaping public discourse, holds a critical responsibility in

addressing the climate crisis. Ideally, it should serve as a bridge between scientific understanding

and public awareness, especially in regions where direct access to scientific knowledge is limited.

However, in the context of rural and peri-urban populations, the Indian media landscape—both

national and regional—has often failed to fulfill this role effectively. Rather than prioritizing

environmental reporting as a matter of national urgency, many media outlets have contributed to a

skewed, inconsistent, and politically influenced narrative around climate change.

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A major shortcoming is the underrepresentation of climate-related content in mainstream news

cycles. Environmental issues are frequently treated as secondary or “non-essential” stories,

receiving minimal airtime compared to political controversies, entertainment, or economic trends.

Even during extreme weather events—such as floods, droughts, or record-breaking

heatwaves—coverage often lacks depth and fails to connect such phenomena to broader climate

change patterns. This lack of context leads to the public perceiving these events as isolated

incidents rather than symptoms of a systemic crisis.

Moreover, biased reporting and political alignment have further eroded the credibility and

effectiveness of environmental journalism. Several major media houses prioritize narratives that

align with government positions or corporate interests, often downplaying industrial pollution,

deforestation, or unsustainable development projects that contribute significantly to environmental

degradation. In many cases, environmental activists and grassroots movements are marginalized or

portrayed as anti-development, discouraging public support for ecological action. For example,

local protests against land grabs, mining, or water contamination are often omitted or

misrepresented in media, especially when powerful stakeholders are involved.

The media also tends to urbanize the climate conversation, focusing predominantly on air

pollution in metros or lifestyle changes among city dwellers, while neglecting the unique and

severe impacts faced by rural and peri-urban populations—such as crop loss, water scarcity, and

livelihood disruption. This narrow focus reinforces the belief that climate change is an “urban

problem,” further alienating vulnerable communities from participating in the climate dialogue.

What is needed instead is a media strategy rooted in scientific accuracy, inclusivity, and long-

term engagement. Journalists and editors must be trained to understand climate science and report

it in accessible, region-specific terms. Local language reporting should highlight both the causes

and consequences of environmental degradation in relatable ways, using real stories from affected

communities. Importantly, media should hold policymakers and industries accountable, challenge

greenwashing narratives, and spotlight innovative local solutions to climate adaptation.

In conclusion, while the media possesses the potential to elevate climate awareness and action, it

currently falls short due to sensationalism, political bias, and lack of scientific focus. Reorienting

media priorities toward sustained, honest, and decentralized environmental reporting is essential

for bridging the awareness gap and mobilizing public concern—particularly in rural and peri-urban

India, where the climate crisis is already unfolding.

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“We are the first generation to feel the effect of climate change and the last generation

who can do something about it”

The data shows that-

Aware community Unaware

Community

Waste management

(% property collected)

~65% ~30%

Cleanness index( 0-10) 7.8 4.5

CO2 emissions

(Tons per person / year )

1.6 t 2.3t

Trees per person

THEORETICAL SOLUTIONS

The best way to making someone realise something is to bring out his own gain or loss in the

matter. In the case of climate change and global warming what you can do is to share the data of

their locality with them to show in what way they are being affected by the matter. Bhai comparing

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the normal and abnormal phenomenas happening in their area. The most efficient way to change

the mind set of a community is to change the mindset of the youth , by teaching the matter of

global warming and climate change in a way that they could realise this severity of the matter, we

could achieve some exceptionally good outcomes.

5.1 Non-Technical Approaches to Enhancing Climate Awareness

In regions where access to advanced technology, stable internet, or formal scientific education is

limited, non-technical interventions offer a practical and community-centered path to increase

climate change awareness and environmental responsibility. These approaches rely on cultural

tools, behavioral insights, education, and local governance rather than technical infrastructure. The

following are key strategies:

5.1.1 Community-Based Education and Storytelling

 Folk media such as street theatre, puppet shows, folk songs, and storytelling festivals can

be used to explain climate change in culturally relatable ways.

 School integration of climate topics through environment clubs, tree-planting drives, and

community clean-ups engages youth early and practically.

 Use of local language ensures the message reaches non-literate or semi-literate audiences

effectively.

 Seasonal timing of campaigns (e.g., before planting or monsoon seasons) enhances

relevance and recall.

5.1.2 Empowerment of Local Leaders and Influencers

 Village elders, religious leaders, and teachers are trusted messengers and can be trained

in basic environmental science to become “climate ambassadors.”

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 Panchayat and self-help group (SHG) members can lead by example through eco-

friendly practices like composting or plastic reduction.

 Youth volunteers can act as bridges between formal climate knowledge and community

awareness.

5.1.3 Participatory Environmental Governance

 Community involvement in planning local environmental actions (like tree-planting, water

conservation, or flood mapping) builds ownership.

 Disaster preparedness committees with local residents can help communities recognize

and respond to climate risks.

 Gram Sabha meetings can be used to discuss environmental concerns regularly, allowing

bottom-up decision-making.

5.1.4 Emotionally Engaging and Relatable Campaigns

 Visual storytelling, testimonials, and real-life case studies of local farmers or families

affected by climate impacts personalize the issue.

 Simple, emotional messages are more effective than complex statistics or technical jargon.

 Festivals and cultural events can serve as platforms for spreading environmental

messages to large, attentive audiences.

5.1.5 Behavioral Nudges and Social Norms

 Recognition and reward programs for eco-friendly households or farmers (e.g., "Green

Champion of the Month") encourage replication.

 Competitions between villages or wards in waste reduction or water conservation build

pride and community spirit.

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 Peer modeling (seeing neighbors or respected leaders act sustainably) makes people more

likely to adopt similar behavior.

Conclusion

Non-technical strategies are not only more accessible but often more sustainable and impactful

in the long term in rural and peri-urban areas. By leveraging community culture, trust

networks, local leadership, and behavioral psychology, these interventions foster a more

inclusive and grounded climate movement. Such approaches are essential for bridging the current

climate awareness gap without heavy reliance on costly technology.

5.2. Implementing Low-Level Technology in Schools and Government Buildings for Climate

Action

Low-level or low-cost technologies—defined as tools and systems that are affordable, easy to

operate, and require minimal infrastructure—can play a vital role in embedding climate-friendly

practices in everyday public life. Schools and government buildings serve as central hubs in rural

and peri-urban communities and offer strategic entry points for introducing such technologies.

Their implementation not only demonstrates sustainability in practice but also educates, inspires,

and normalizes eco-friendly behavior.

5.2.1 Solar Energy for Schools and Panchayat Offices

 Installing small-scale solar panels on school roofs or panchayat buildings reduces

dependence on unreliable grid power, cuts energy costs, and promotes clean energy

awareness.

 These installations can power lights, fans, computers, and water pumps, creating more

functional spaces for learning and service delivery.

 When integrated into the school curriculum, solar systems can serve as educational tools,

helping students understand renewable energy hands-on.

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5.2.2 Rainwater Harvesting Systems

 Simple rooftop rainwater harvesting can be implemented using PVC pipes, basic filters,

and storage tanks on school or office buildings.

 Harvested water can be used for toilet flushing, garden irrigation, or even handwashing,

reducing reliance on groundwater.

 Teachers and officials can use the setup to explain the importance of water conservation,

especially during dry seasons or droughts.

5.2.3 Waste Segregation and Composting Units

 Providing color-coded bins in schools and public buildings encourages solid waste

segregation at the source.

 Establishing compost pits or organic waste converters teaches students and staff the

importance of managing biodegradable waste and reducing landfill pressure.

 Schools can use the compost for eco-gardens or kitchen gardens, making the waste cycle

visible and meaningful.

5.2.4 School and Office Green Spaces ("Carbon Sponge Gardens")

 Small garden spaces with native plants, vegetables, or trees can serve as "carbon sponge"

zones that absorb CO₂ and heat.

 These gardens also improve air quality, reduce surface temperatures, and serve as green

classrooms.

 Participation by students or staff in garden maintenance helps build ecological

responsibility and strengthens local food awareness.

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5.2.5 Energy-Efficient Lighting and Cooling

 Replacing old bulbs and fans with LED lights and energy-efficient fans is a low-cost

intervention with high energy-saving potential.

 These technologies reduce electricity bills and greenhouse gas emissions, and serve as

models for similar changes in nearby homes.

5.2.6 Climate Information Boards and Visual Tools

 Schools and panchayat buildings can host weather information boards, simple posters, or

rotating displays explaining local environmental risks.

 Visual tools like climate maps, calendars, and interactive charts help contextualize the

global issue of climate change at the local level.

 These can be updated regularly to include rainfall patterns, temperature trends, or

upcoming clean-up events, making the space a living information hub.

Conclusion

By implementing low-level technologies in schools and government buildings, communities can

create visible, functional, and educational models of sustainability that are grounded in local

needs and capacities. These interventions not only reduce environmental impact but also serve as

behavioral blueprints that spread climate-positive practices beyond the institutional setting into

households and local governance structures. In this way, technology becomes a participatory tool

for long-term cultural and environmental transformation, even in resource-constrained regions.

 Practical Applications & Data on Non-Technical and Low-Level Tech Interventions

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 Intervention

Type



Scale / Coverage 

Key Achievements & Data



Earth5R

awareness

campaigns



~108k participants

across rural India;

widespread behavior

changes

 Waste reduction, satellite-

observed greening, 600k+

farmers switching to

sustainable farming

(earth5r.org)

 ICAR CRV &

Panchayat

weather services



448 CRVs; ~250k

panchayats covered



Local climate-resilient

practices with forecasting



AWF

afforestation



7.9 million trees

planted to date

 ~142 million kg CO₂ offset;

regional biodiversity

restoration



Ralegan Siddhi

model

 One village model

with solar, biogas,

water-harvesting



Ecosystem transformation



MPRLP low-tech

rollout

 State-wide initiative

across Madhya

Pradesh



Millions of trees; clean energy

devices distributed



SmartGaon &

Sampark Shala

 25,000+ rural schools

+ digital village

platforms



Digital learning infrastructure

CONCLUSION

The climate crisis is not just an environmental issue—it is a human issue, a

developmental issue, and, most importantly, a communication and awareness issue in

rural and peri-urban communities. As this study has explored, a significant

proportion of the population remains disconnected from climate discourse due to low

literacy, livelihood pressures, political neglect, media bias, and lack of relatable

education. The result is a widespread undervaluation of climate change as an

immediate concern, despite its visible and increasing impact on agriculture, water

resources, and health.

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However, this gap in awareness is not irreversible. The analysis of non-technical

approaches and low-level technological implementations reveals that climate action

does not always require high-end or expensive solutions. Instead, it demands

strategies that are inclusive, accessible, and rooted in local reality—from storytelling

and school campaigns to solar panels and rainwater harvesting systems. These

interventions, when strategically placed in community institutions such as schools and

panchayat buildings, act as living demonstrations that influence both behavior and

perception.

The success of community-driven models like Earth5R, CRV villages, or SmartGaon

shows that when people are empowered with knowledge and tools tailored to their

context, change is not only possible—it is scalable and sustainable. Political leaders

and media institutions must now rise to the challenge of amplifying these models,

rather than obscuring or ignoring them. Youth engagement, especially through

education reform and localized data-sharing, can act as a powerful multiplier for

climate awareness and responsibility.

In conclusion, the battle against climate change in marginalized regions will not be

won by technology alone, but through a people-centric movement driven by

education, participation, local leadership, and shared accountability. Future policies

must therefore prioritize climate communication as urgently as they prioritize climate

infrastructure. Only then can we build a generation that not only knows the climate is

changing—but understands why it matters and what must be done.

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