Strategies On Climate Literacy And Disaster Education Among Junior High Schools In Congressional District I, SDO Batangas Province

Abstract

This study examined the strategies on climate literacy and disaster education among Junior High School students in Congressional District I, Schools Division of Batangas Province. It specifically aimed to determine the current level of students’ climate literacy in terms of knowledge, attitudes, and practices; assess the extent of utilization of strategies in promoting climate literacy and disaster education; identify the challenges encountered in implementation; test the significant relationship between students’ climate literacy and the extent of strategy utilization; and propose strategic activities based on the findings of the study.

The study employed a quantitative research approach using a descriptive-correlational research design, with semi-structured interviews utilized to support and validate the quantitative results. The respondents were 121 Araling Panlipunan teachers from public Junior High Schools in Congressional District I, Schools Division of Batangas Province, selected through stratified random sampling from a total population of 175 teachers. Data were gathered through a researcher-made questionnaire and were statistically treated using ranking, weighted mean, composite mean, and Pearson r correlation.

Findings revealed that the students’ level of climate literacy was moderately aware in terms of knowledge (CM=3.36), attitudes (CM=3.37), and practices (CM=3.17). Likewise, instructional strategies (CM=3.59), school-based practices, and community engagement strategies were found to be highly utilized, while technology-based strategies were moderately utilized. The study further revealed a highly significant relationship between students’ climate literacy and the extent of strategy utilization, with p-value of 0.000. Moreover, the major challenges identified included limited instructional time, inadequate learning materials, and limited family and community involvement, with an overall composite mean of 2.97.

Based on the findings, the study concluded that the effective utilization of climate literacy and disaster education strategies significantly contributes to the enhancement of students’ awareness and preparedness. It is therefore recommended that schools strengthen curriculum integration, provide adequate instructional resources, intensify teacher capability-building, and sustain collaborative partnerships among schools, families, and communities.