Understanding the Indigenous Knowledge, Beliefs, and Practices on Climate Change and Disaster Preparedness

Authors

  • Lemuel John M. Ferrer Abra State Institute of Sciences and Technology Author

DOI:

https://doi.org/10.5281/zenodo.19973447

Keywords:

Indigenous Knowledge System & Practices, Climate-related Disasters, Compendium, IEC Campaign, Cross-checking

Abstract

The objective of this study is to addresses the lack of documented indigenous beliefs on climate change in Poblacion, Lacub, Abra, and the gradual decline in traditional knowledge transmission. It aimed to systematically document indigenous forecasting methods, analyze environmental interpretations, and cross-check the beliefs with scientific concepts to reinforce their validity. Relatively, findings indicate that all 30 elderly respondents (10 males and 20 females) demonstrated observational awareness of climate change, primarily recognizing it as shifts in seasonal patterns. However, their understanding remained experiential rather than scientific. Male respondents contributed more beliefs across all categories, suggesting that gender influences knowledge retention and transmission. Moreover, the study identified traditional indicators related to flora, fauna, celestial bodies, weather elements, and natural phenomena, with fauna being the most frequently cited. Cross-checking these beliefs with scientific principles supported their validity and relevance, though respondents noted the diminishing reliability of some indicators over time. Also, findings emphasize the need for documentation and preservation efforts, as many beliefs are no longer actively discussed. Last, conclusions further underscore the potential of integrating traditional and scientific approaches to enhance climate resilience, particularly within indigenous communities.

Downloads

Published

2026-05-02

How to Cite

Ferrer , L. J. (2026). Understanding the Indigenous Knowledge, Beliefs, and Practices on Climate Change and Disaster Preparedness. Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields, 2(5), 271-321. https://doi.org/10.5281/zenodo.19973447

Similar Articles

1-10 of 232

You may also start an advanced similarity search for this article.