Promoting Climate Change Awareness in Elementary Schools: The Case of Talipao District-Sulu

Authors

  • SARANGDAYAW H. UNDIN Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/a06wat49

Keywords:

Climate, Change, Awareness, Elementary School

Abstract

This research sought to evaluate how extensively climate change awareness is being promoted in elementary schools within Talipao District, Sulu, for the academic year 2024–2025. It specifically analyzed the demographic profiles of teachers and examined the roles of school resources, parental and community involvement, and environmental programs in supporting climate change education. Additionally, the study explored whether variations in awareness promotion were evident when considering different demographic characteristics and analyzed the relationships among the contributing factors. A descriptive-exploratory design with a quantitative approach was utilized for data collection and analysis. Results indicated that the majority of participating teachers were over the age of 30, predominantly female, married, and had moderate levels of teaching experience. The respondents expressed moderate agreement regarding the current state of climate change awareness promotion, especially in relation to school resources, community engagement, and environmental activities. Statistical analysis showed no significant differences in perceptions based on demographic variables, with the exception of community support, which was found to have a significant association. These findings suggest the necessity for more robust and inclusive strategies to enhance climate change education, regardless of demographic background. Furthermore, the study emphasized that greater parent and community participation, along with enhanced school resources, significantly influence the success of environmental awareness initiatives in elementary schools.

References

Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177/0973408212475199. DOI: https://doi.org/10.1177/0973408212475199

Barrientos, A. A. (2025). Encouraging Environmental Sensitivity and Earth Science Performance: Perceptions from First-Year Teacher Education Students. Journal of Environmental & Earth Sciences, 7(4), 180–192. https://doi.org/10.30564/jees.v7i4.8039. DOI: https://doi.org/10.30564/jees.v7i4.8039

Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717. https://doi.org/10.3390/su71115693. DOI: https://doi.org/10.3390/su71115693

Bucoy, R. K., Enumerabellon, K. M., Amilhamja, A. J., et al. (2024). Knowledge Deficits and Analysis on Comprehension of Teachers on Their Common Legal Rights as Teachers. Environment and Social Psychology, 9(9), 2559. DOI: https://doi.org/10.59429/esp.v9i9.2559

Castro, F. L. T., Ventura, B. L. O., Estajal, R. S., et al. (2024). Teachers Handling Multiple Subject Areas: Difficulties and Adaptive Attributes in the Delivery of Instructions. Environment and Social Psychology, 9(9), 2520. DOI: https://doi.org/10.59429/esp.v9i9.2520

Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452. https://doi.org/10.1080/13504620701581539. DOI: https://doi.org/10.1080/13504620701581539

Chavez, J. V. (2020). Academic and Health Insecurities of Indigent Students during Pandemic: Study on Adaptive Strategies under Learning Constraints. Journal of Multidisciplinary in Social Sciences, 16(3), 74–81. DOI: https://doi.org/10.47696/adved.202035

Chavez, J. V., Anuddin, F. O., Mansul, H. H., et al. (2024). Analyzing impacts of campus journalism on student’s grammar consciousness and confidence in writing engagements. Environment and Social Psychology, 9(7), 6106. DOI: https://doi.org/10.59429/esp.v9i7.6106

Chavez, J. V., Garil, B. A., Padirque, C. B., et al. (2024). Assessing Innovative and Responsive Young Leaders in Public Service: Lens from Community Clientele. Environment and Social Psychology, 9(9), 2876. DOI: https://doi.org/10.59429/esp.v9i9.2876

Chavez, J. V., Gregorio, M. W., Araneta, A. L., Bihag, C. D. (2024). Magna Carta for Women Health Workers, Teachers, and Minimum-Wage Earners in the Workplace: Policy Awareness and Organizational Compliance. Environment and Social Psychology, 9(1), 1735. DOI: https://doi.org/10.54517/esp.v9i1.1735

Chavez, J. V., Lamorinas, D. D., Ceneciro, C. C. (2023). Message patterns of online gender-based humor, discriminatory practices, biases, stereotyping, and disempowering tools through discourse analysis. Forum for Linguistic Studies, 5(2), 1535. DOI: https://doi.org/10.59400/fls.v5i2.1535

Cruz, R. V., Pulhin, F. B., Luna, M. C. M., & Tapia, M. A. (2017). Vulnerability to climate change in Southeast Asia. Asian Development Bank.

Dela Calzada, K. P., Tacbobo, C. M. P., Lualhati, M. E. C., et al. (2025). Alternating Environmental Teaching through AI: Potential Benefits and Limitations. Journal of Environmental & Earth Sciences, 7(4), 138–151. https://doi.org/10.30564/jees.v7i4.8340. DOI: https://doi.org/10.30564/jees.v7i4.8340

Dagoy, T. H. S., Ariban, A. I., Chavez, J. V., et al. (2024). Discourse Analysis on the Teachers' Professional Interest and Integrity among Teachers with Multiple Administrative Functions. Environment and Social Psychology, 9(12), 2521. DOI: https://doi.org/10.59429/esp.v9i12.2521

Department of Education. (2016). Climate change education in the K to 12 curriculum. Department of Education Philippines.

Enriquez, M., & Lim, C. (2020).

Espartero, M. M., Caldaza, K. P. D., Prado, R. T. D. (2024). Analyzing the Level of Interest of High School Students in Solving Mathematical Problems in Modular and Face-to-Face Learning. Environment and Social Psychology, 9(4), 2167. DOI: https://doi.org/10.54517/esp.v9i4.2167

Florencio, A. (2020).

Francisco, H. A., Alano, E. D., & Adornado, H. A. (2020). Strengthening climate resilience through environmental education in the Philippines. Environmental Education Journal, 15(2), 85–99.

Garil, B. A., Entong, M. B. M., Muarip, V. C., et al. (2024). Language Delivery Styles in Academic Trainings: Analysis of Speaker’s Emotional Connection to Audience for Lasting Learning. 1 Forum for Linguistic Studies, 6(3), 326–342. http://doi.org/10.30564/fls.v6i3.6533. DOI: https://doi.org/10.30564/fls.v6i3.6533

Hsu, A. (2015). Measuring environmental performance and the role of education in environmental sustainability. Yale Journal of International Affairs, 10(1), 23–36.

Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743. DOI: https://doi.org/10.1080/00958964.1990.10753743

Kinejara, M. (2022). Ways to promote climate change awareness. Climate Action Journal, 18(2), 45–52.

Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401. DOI: https://doi.org/10.1080/13504620220145401

Medina, R., et al. (2021).

Morales, J. (2020).

Murro, R. A. (2024). Modular Distance Learning: Exploring the Study Habits and Academic Achievements of State-Funded Elementary School Learners. Environment and Social Psychology, 9(8), 2462. DOI: https://doi.org/10.59429/esp.v9i8.2462

Murro, R. A., Lobo, J. G., Inso, A. R. C., Chavez, J. V. (2023). Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology, 9(1), 1957. https://doi.org/10.54517/esp.v9i1.1957. DOI: https://doi.org/10.54517/esp.v9i1.1957

Resurrección, B. P., Sajor, E. E., & Fajber, E. (2019). Climate adaptation in Asia: Knowledge gaps and research issues. IDS Bulletin, 39(4), 87–95. https://doi.org/10.19088/1968-2023.003.

Salinas, J. (2021). DOI: https://doi.org/10.5089/9781513573373.001

Santos, J., & Reyes, L. (2021).

Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2011). Students’ conceptions about the greenhouse effect, global warming, and climate change. Climatic Change, 104, 481–507. https://doi.org/10.1007/s10584-009-9786-9. DOI: https://doi.org/10.1007/s10584-009-9786-9

Simmons, D., Hart, P., & McKenzie, M. (2020). Research on environmental education. Routledge.

Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (2014). International handbook of research on environmental education. Routledge. DOI: https://doi.org/10.4324/9780203813331

UNESCO. (2017). Education for sustainable development goals: Learning objectives. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000247444.

Valdez, C. S., Manaligod, M. G., & Usman, H. T. (2019). Climate risks and community adaptation in the Sulu Archipelago. Philippine Journal of Environmental Science, 21(1), 55–68.

Downloads

Published

2025-04-14

How to Cite

Promoting Climate Change Awareness in Elementary Schools: The Case of Talipao District-Sulu. (2025). Journal of Education and Academic Settings, 2(1), 1-20. https://doi.org/10.62596/a06wat49