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<p>Heatwaves are increasingly impacting rural communities in Malaysia, with disproportionate effects on youth due to limited adaptive capacity and a lack of targeted interventions. This study presents a data-driven, participatory heatwave co-adaptation mapping initiative involving thirty Form Three students from a rural high school in Segamat, Johor. The structured, interactive workshop comprised five core activities: emoji-based reflection and gamification exercises to elicit emotional responses and visualize the climate change process; a Mini Talk with interactive materials and quizzes on local climate trends and adaptation options; and hands-on group dotmocracy mapping sessions to identify cold and thermal hotspots, assess vulnerabilities, and propose adaptation measures. Analysis of the school environment revealed a long-term warming trend, with daily Tmax increasing by 0.022&#xa0;°C per year (≈ 0.22&#xa0;°C per decade; t = 46.86, <i>p</i> &lt; 2 × 10⁻¹⁶) from 1950 to 2022. March recorded the highest frequency of extreme heat days (&gt; 35&#xa0;°C) with 160 days (7.07% of March days), and Level 1 heatwaves (&gt; 35&#xa0;°C) occurred 46 times, lasting 3–14 days, whereas only 2 Level 2 events (&gt; 37&#xa0;°C) were observed, highlighting moderate heatwaves as the primary seasonal stressor. Peak heat occurred between 11:00 AM and 1:30 PM, coinciding with school dismissal, while shaded indoor areas maintained temperatures of 20–29&#xa0;°C. Workshop areas were the hottest indoor spaces, with 66.5% of users experiencing thermal discomfort, whereas classrooms maintained comfort around 29.3&#xa0;°C for 75% of students. Following the intervention, students’ climate-related knowledge improved significantly. Among proposed adaptation strategies, structural and technological measures dominated (&gt; 70%), complemented by nature-based and behavioral interventions (~ 30%), while 75% of students employed active cooling measures and 35–40% used passive or green strategies. These results demonstrate the effectiveness of participatory, multi-scalar interventions in enhancing climate literacy, emotional engagement, and adaptive capacity among rural youth, while providing actionable insights for targeted heatwave adaptation in educational settings.</p>

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Youth-led spatio-temporal heatwave co-adaptation mapping through data-driven participatory dotmocracy approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月8日

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  • Zulfaqar Sa’adi,
  • Zainura Zainon Noor,
  • Nur Syamimi Zaidi,
  • Nurul Hana Mohamed,
  • Fateha Abdul Razak,
  • Mohd Faiz Foze,
  • Siti Fadilla Md Noor,
  • Md Abdullah Al Mamun Hridoy,
  • Shamsuddin Shahid,
  • Farnaz Ershadfath,
  • Ricky Anak Kemarau

摘要

Heatwaves are increasingly impacting rural communities in Malaysia, with disproportionate effects on youth due to limited adaptive capacity and a lack of targeted interventions. This study presents a data-driven, participatory heatwave co-adaptation mapping initiative involving thirty Form Three students from a rural high school in Segamat, Johor. The structured, interactive workshop comprised five core activities: emoji-based reflection and gamification exercises to elicit emotional responses and visualize the climate change process; a Mini Talk with interactive materials and quizzes on local climate trends and adaptation options; and hands-on group dotmocracy mapping sessions to identify cold and thermal hotspots, assess vulnerabilities, and propose adaptation measures. Analysis of the school environment revealed a long-term warming trend, with daily Tmax increasing by 0.022 °C per year (≈ 0.22 °C per decade; t = 46.86, p < 2 × 10⁻¹⁶) from 1950 to 2022. March recorded the highest frequency of extreme heat days (> 35 °C) with 160 days (7.07% of March days), and Level 1 heatwaves (> 35 °C) occurred 46 times, lasting 3–14 days, whereas only 2 Level 2 events (> 37 °C) were observed, highlighting moderate heatwaves as the primary seasonal stressor. Peak heat occurred between 11:00 AM and 1:30 PM, coinciding with school dismissal, while shaded indoor areas maintained temperatures of 20–29 °C. Workshop areas were the hottest indoor spaces, with 66.5% of users experiencing thermal discomfort, whereas classrooms maintained comfort around 29.3 °C for 75% of students. Following the intervention, students’ climate-related knowledge improved significantly. Among proposed adaptation strategies, structural and technological measures dominated (> 70%), complemented by nature-based and behavioral interventions (~ 30%), while 75% of students employed active cooling measures and 35–40% used passive or green strategies. These results demonstrate the effectiveness of participatory, multi-scalar interventions in enhancing climate literacy, emotional engagement, and adaptive capacity among rural youth, while providing actionable insights for targeted heatwave adaptation in educational settings.