CLIMATE CHANGE EDUCATION

IMPLEMENTATION IN THE PUBLIC ELEMENTARY

SCHOOLS IN ATIMONAN I AND II DISTRICT,
DIVISION OF QUEZON: BASIS FOR CLIMATE
CHANGE EDUCATION MODEL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Issue: 6
Pages: 1223-1232
Document ID: 2023PEMJ817
DOI: 10.5281/zenodo.8062240
Manuscript Accepted: 2023-06-21 04:08:55
Psych Educ, 2023, 9(6): 1223-1232, Document ID: 2023PEMJ817, doi:10.5281/zenodo.8062240, ISSN 2822-4353
Research Article

Climate Change Education Implementation in the Public Elementary Schools in

Atimonan I and II District, Division of Quezon: Basis for Climate Change Education
Model
Ramjay Uri*, Victoriano Regio
For affiliations and correspondence, see the last page.

Abstract

This study defined the climate change education implementation in the public elementary school in Atimonan I and II District
in the Division of Quezon. The study aims to answer the following: the present status of climate change education, the level of
implementation in the climate change, awareness of the respondents; dissemination, need for facilities, equipment, instruction
materials, etc.; Government support in the policies in schools; organizational culture/organization climate in response to
climate change, the challenges encountered, the actions taken by the responsibilities to address the challenges, effective climate
change.The study's quantitative approach. The researcher will use survey questionnaires to collect data for this study. Statistics
were applied using the weighted mean and percentage distribution of data to address specific difficulties and use traditional
statistical methods. Based on the findings to adapt because they are doing the most to incorporate national planning, strategies,
and policies to address climate change. It advised that the proposed School Action Plan in DRRM, which is the research
output, may be utilized by the public elementary schools in the Atimonan I and II District Division of Quezon to implement the
DRRM program.

Keywords: Philippines, Quantitative, Public School, Climate Change Education, Environment-

Friendly School Strategic Plan

Introduction responding to global climate change by raising

This section deals with the introduction, locale of the
study, statement of the problem, significance of the
study, scope and limitation, and definition of terms.
Human activity is the most significant can't factor to
consider in determining the future. Environment
concerns and challenges like climate change have
emerged as an outcome of the population's and
people's ways of life's fast growth. One of the major
issues confronting humanity today explains
complexity on many different levels, and we are ill-
equipped to handle it, especially in light of its
implications. It entails complexity on many different
levels equipped to take care of it, especially in the
comprise of its problem. To address this, we need
effective education that is structured. It is significant to
make the objective of education and the societal ideals
that underpin it evident.Education about climate
change encourages the development of flexible,
adaptable, knowledgeable, and sustainably well-being
communities. People receive the education through
this that is necessary for the growth of hope in the
transition to a sustainable future. Schools are the most
considerable partner responsible for disseminating
information and knowledge among students to
establish environment-friendly action plans. Education
can be an essential component and a catalyst in
awareness and encouraging the growth of knowledge
and skills.In line with this, this Environment-Friendly
School Strategic Plan is a crucial program that allows
learners to proactively protect their environment,
which motivates them to become involved in it. It
begins in the classroom, spreads throughout the
school, and eventually promotes change throughout
the community. Young people feel a sense of
accomplishment in the environmental management
practices at their school's school. The environment-
friendly school plan is the best approach for schools to
start down a meaningful path toward enhancing the
local environment and having a long-lasting positive
influence on the lives of children, their families, and
communities.Education for sustainable development
aims to educate and enable students and citizens to
contribute towards sustainable development by
empowering people, through education, to shoulder
their liable of creating a sustainable future. It involves
individuals from all walks of life implementing
improvements for a better world. The objective of
education should not be focused on mere grades but
should strive beyond to instill fundamental values and
awareness to mold responsible citizens. However, life
satisfaction and the health and well-being of our
children, families, communities, and the natural world
are also necessary for human happiness. It is
achievable in Societies that are adaptable and
sustainable, made up of personally contented

Ramjay Uri
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Research Article
individuals who utilize their potential to the fullest
extent for the mutual benefit of individuals and society
and develop sustainable solutions based on a socio-
ecological understanding that can attain by improving
an environmentally friendly strategic plan.However,
life satisfaction and the health and well-being of our
children, families, communities, and the natural world
are also necessary for human happiness. Achievable in
Societies that are adaptable and sustainable, made up
of personally contented individuals who utilize their
potential to the fullest extent for the mutual benefit of
individuals and society and develop sustainable
solutions based on a socio-ecological understanding
that can attain by improving an environmentally
friendly strategic plan.
Research Questions
This study will investigate climate change education
implementation in the public elementary schools in
Atimonan I and II Districts, Division of Quezon, as a
basis for establishing an environment-friendly school
strategic plan. Specifically, it seeks to answer the
following questions:
1.What is the present status of climate change
education implementation in the public schools in
Atimonan 1 and 2 District, Division of Quezon?
2.What is the level of implementation in climate
change education in terms of:
2.1 Awareness of the Respondents to climate change
education
2.2 Dissemination of climate change education in
public elementary schools
2.3 Need for facilities, equipment, instructional
materials, etc.
2.4 Government Support in the Implementation of
Rules and Policies in Schools
2.5 Organizational Culture/Organizational Climate in
Response to Climate Change
3. What are the challenges encountered by the
respondents during climate change education?
4. What are the actions implemented by the
respondents to address the challenges?
5. What environment-friendly school strategic plan
could be developed by the researcher based on the
findings of the study?
Literature Review
Methodology
This section explains the research techniques and
Ramjay Uri
procedures, such as the research design, location or
setting, participants, research instrument, data
collection process, and statistical analysis of the study.
Research Design
The researcher will use a descriptive design with a
quantitative approach to identify barriers to climate
change education and coping strategies in terms of
implementation and awareness levels.Then we'll
employ a descriptive research design because it fits the
nature of the subject. The researcher will utilize a
survey questionnaire to collect the data required for the
study.
Research Locale
This study will conduct in the selected public
elementary schools in Atimonan I and II Districts in
Atimonan during the school year 2022-2023. The
Philippines geographical coordinates are 13° 59' 45"
North and 121° 54' 18" East. The researcher chooses
the place of implementation to conduct the study
because of its accessibility to gather the needed
information essential to the research. The study will
select public elementary schools of Atimonan I and II
District, Division of Quezon, at the level represented
by their School Heads, School Disaster Risk Reduction
and Management (SDRRM) Coordinators, Teachers,
and Students.
Additionally, the following factors will be taken into
consideration while choosing the study's location:
(1) Since it would educate students about climate
change, this research is valuable in disaster risk
reduction management in Atimonan, Quezon.
(2) The researcher, a previous SDRRM Coordinator,
has personal experience with the value of being
appropriately aware, ready, and prepared for
environmental difficulties.
(3) To ensure the students' safety, particularly in light
of climate change.
(4) Everyone in Atimonan, Quezon, will benefit from
the design and establishment of the strategic plan in
schools coordinated with appropriate administration
and implementation.
(5) The respondents are the best prospects for giving
information significant to the research's objectives.
(6) Time will not waste because it's available because
it's available.
(7) Compile realistic data.
Research Population and Sample
The researcher will use random sampling and
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Research Article
purposive sampling in selecting the respondents.This
study made use of purposeful sampling. The chosen
ten (10) SDRRM Coordinators, ten (10) School Heads,
one hundred forty-two (142) educators, and three
hundred sixty-six (366) students from Atimonan
Districts I and II, Division of Quezon for the academic
year 2022–2023 would be the responses. With the non-
probability sampling technique known as purposeful
sampling, the researcher uses their judgment to select
the sample population. The researcher believes this
study has significant implications for disaster risk
reduction management in Atimonan, Quezon, as it will
enable school administrators, instructors, and students
to understand what climate change is.The respondents
were the selected ten (10) SDRRM Coordinators, ten
(10) School Heads and one hundred forty-two (142)
teachers, and three hundred sixty-six (366) of
Atimonan District I and II, Division of Quezon for the
Academic Year 2022-2023.These students were
selected because they suggest the best information in
the study, particularly in climate change education
implementation in the public elementary schools in
Atimonan I and II District, Division of Quezon. Table
1 presents the distribution of the respondents for each
district.
Table 1. Distribution of the Respondents
Figure 1. .
Research Instrument
To come up with valid and reliable information, the
researcher will use survey questionnaires using
collecting data.The first part of the instrument is
assigned to determine the implementation in climate
change education Five-point Likert Scale will use. The
second part covered the problems encountered by the
SDRRM Coordinator during the climate change
education using Five-point Likert Scale.The third part
will determine the actions taken by the SDRRM
Coordinator to address the problem; Five-point Likert
Scale.The researcher will also use Slovin Formula in
determining the respondents. Slovin formula used
when you have limited information.
Ramjay Uri
Data Gathering Procedure
The researcher will conduct the study once his
research is approved. The researcher will use the
following procedure:
First Step - Self-made questionnaire is for validation.
Experts will assess the questionnaire to make sure it is
valid and appropriate.
Second Step – The researcher needs a letter of
approval from the institutions.
Third Step – After approval, the researcher will
immediately administer the survey using the validated
questionnaire.
Fourth Step – The researcher will gather it when you
complete the questionnaire. It will be investigated and
interpreted.
Result
Present Status Of Climate Change Education
As revealed in Table 2, the present status of climate
change is highly completed. Schools have created
DRRM responsible for waste management and
environmental protection. The respondents integrate
risk reduction and management in regular school
programs, activities, and school improvement plans
(SIP).
With an average weighted mean of 4.429, it indicates
that public schools in Atimonan 1 & 2 District Highly
Practiced the stated criteria on Climate Change
Education status as of its present time in a favorable
response. The combined effort of the government and
the school is a prerequisite for dissemination to the
students. Reliable information, training, and seminars
are essential to be ready and equipped. Knowing the
current status of Climate Change Education suggests
the necessary actions to the existing practices.
The science resolved from one particular point of
view, Jason Johnston wrote in his book Climate
Rationality, "if you think any evidence of a potentially
catastrophic and irreversible impact is enough to start
implementing policy steps." The precautionary
principle, which only considers one side, is known as
that. It doesn't make the expenses and risks that could
result from the activity you're going to do.
Table 2. Present Status of Climate Change Education
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Research Article
Figure 2. .
Level Of Implementation In Climate Change
Education
As revealed in Table 3, the level of awareness of the
respondents to climate change education is on its
moderate status. As shown in the table, the
respondents are highly aware of what activity one's
environment is. The respondents were aware of the
main greenhouse gas responsible for climate change.
The respondents are moderately aware of the
questions: Why do 97% of scientists believe that
climate change is the result of human activity that
contributes the most carbon dioxide to the atmosphere
Ramjay Uri
definition of climate change, and which natural
process removes carbon dioxide from the atmosphere?
The respondents are less aware of the questions:
Which of the following refers to all living things on
Earth? Why does cutting down trees increase global
warming, and which of the following is not evidence
of global warming? The respondents are least aware of
the question. What possible human solutions for
limiting global warming and climate change.
Table 3. Awareness of the respondents to Climate
Change Education
Figure 3. .
In line with the Awareness of the Respondents of
Climate Change Education, the respondents can
identify as Moderately Aware of Climate Change
Education. In connection with this, knowledge
regarding this phenomenon helps young people
understand and tackle the consequences of global
warming, encourages them to change their behavior,
and helps them to adapt to what is already a global
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Research Article
emergency.
In line with the Awareness of the Respondents to
Climate Change Education, with a total of 57.32%, the
respondents can be identified as related to
understanding this phenomenon helps young people
deal with the effects of global warming, motivates
them to alter their scale. Benjamin Franklin (2020),
famously stated that an investment in knowledge pays
the best interest. When it focuses on children and
young people, education is essential for reducing
climate change, according to UNESCO.
Table 4. Dissemination of Climate Change Education
Figure 4. .
As revealed in Table 4, the information dissemination
of respondents to climate change education is more
disseminated. Risk Reduction Management
Ramjay Uri
Coordinator or Solid Waste Management Officer to
develop and carry out climate change programs. The
Government providing awareness seminars,
discussions, and forums in schools about climate
change. Learners can be able to learn, adapt and apply
it the real-life experience. The school head/supervisors
provide information through class discussions or
seminars on climate change awareness and
preparedness; information sharing about climate
change in school; the schools with instructional
materials to conduct trainings on climate change; the
schools receive support from the local government unit
in the implementation of programs of climate change;
and the respondents.
With an Average Weighted Mean of 4.190 with the
statistical interpretation of Disseminated. They are
strongly supporting the dissemination of climate
change education in public elementary schools. A
wide range of information dissemination, especially
with the students, can be implemented by the
Government with the help of the schools.
The Government has the responsibility and
opportunity to lead and coordinate the response to
climate change, not only to protect national security,
resources, and health but also to provide a policy
framework that promotes effectiveness at all levels in
partnership with the Department of Education
(DepEd), through the Disaster Risk Reduction and
Management Service (DRRMS), renews its
commitment to intensify climate literacy and support
climate action in the education sector. DRRMS hopes
to hone learners and personnel who are climate literate
and proactive in championing resilient and sustainable
schools.
As revealed in Table 5, the respondents are highly
available with the need for facilities and instructional
materials for climate change education. The
respondents are strongly agree to the; aware of
available shelters; equipping emergency kits readily
available for immediate evacuation; Preparing an
evacuation/exit plan and directional signage posted in
a conspicuous place on every floor of the building;
planning for learners with special health care needs;
assures that visitor’s access to school
buildings/classrooms is limited especially during class
hours or school day; ensures that the school is
equipped with at least two portable radio/cell phones
to contact local emergency responders after an
emergency; facilitates the assessment of school
electrical system to make necessary repairs/or
upgrades to prevent fire incident; repairs of minor
classroom damages such as broken windows, doors,
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blackboards, roofs, etc. done abruptly. The
respondents agree on the temporary shelter and/or
structural requirements are not actively met, and
understand the significance of infrastructure
retrofitting.
Table 5. Need for facilities, equipment, instructional
materials, etc.
Figure 5. .
The respondents “Strongly Agree” that the need for
facilities, equipment, instructional materials, etc. is a
must in Climate Change Education with an Average
Weighted Mean of 5.346. Early preparation for
disaster and climate change can save countless lives.
The need for facilities, equipment, and instructional
materials is an act of preparedness and safety
measures. According to the Resilient Design Institute
(RDI), an organization focused on creating more
climate-resilient buildings and communities, resiliency
refers to “the capacity to adapt to changing conditions
and to maintain or regain functionality and vitality in
the face of stress or disturbance.”
The learning environment components include
teaching and learning aids like textbooks and charts
and physical facilities like classrooms, libraries,
restrooms, and other areas. Facilitate learners how to
treat nature with care is one of our obligations and
responsibilities as educators. The information
dissemination of respondents to climate change
education is properly and well- disseminated. DRRM
Ramjay Uri
or Solid Waste Management Officer to develop and
carry out climate change programs. Government
provides awareness seminars, discussions, and forums
in schools about climate change. Learners can be able
to learn, adapt and apply it the real-life experience.
School heads and supervisors provide information
through class discussions or seminars on climate
change awareness and preparedness; information
sharing about climate change in school; the schools
with instructional materials to conduct training on
climate change; the schools receive support from the
local government unit in the implementation of
programs of climate change; and the
respondents.
With an Average Weighted Mean of 4.190 with the
statistical interpretation of Disseminated. They
strongly support the dissemination of climate change
education in public elementary schools. A wide range
of information dissemination, especially with the
students, can be implemented by the Government with
the help of the schools.
The Government has the responsibility and
opportunity to lead and coordinate the response to
climate change, not only to protect national security,
resources, and health but also to provide a policy
framework that promotes effectiveness at all levels in
partnership with the Department of Education
(DepEd), through the Disaster Risk Reduction and
Management Service (DRRMS), renews its
commitment to intensify climate literacy and support
climate action in the education sector. DRRMS hopes
to hone learners and personnel who are climate literate
and proactive in championing resilient and sustainable
schools.
As revealed in Table 6, the respondents moderately
supported with Government Support in
implementation of rules and policies in schools. To
post a directory of emergency contact numbers of
relevant government agencies and offices in various
areas of the school; the local government provided
adequate disaster adaptation information; and
government agencies contacted in the aftermath of a
disaster.
Table 6. Government Support in the implementation of
rules and policies in schools
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Figure 6. .
The respondents agree: due to lack of funding, the
school’s DRRM recovery capacity-building plan for
teachers, school officials, and students has not
implemented; due to personal obligations, learners,
teachers, parents, and other stakeholders were unable
to participate in disaster recovery and school
reconstruction operations; the school conducts
monitoring and evaluation to assess long term
implementation and recovery. The school has trained
teachers and other personnel who could provide
psychosocial support to students; and school has
psychosocial interventions and various pieces of
training for personal and learners. The respondents
moderately agree: There is no certified teachers and
other professionals at the schools can assist pupils with
psychosocial support, and Psychosocial programs and
Ramjay Uri
training for workers and kids are not available at the
school.
With an average weighted mean of 3.916, the
respondents “Agree” that the government has the role
in the rules and policies in schools in relevance to
Climate Change education. Anton Leiserowitz claims
(A Better Planet: 40 Big Ideas for a Sustainable
Future, 2020). Advocates must ultimately transform
the political environment surrounding climate change.
They will succeed more frequently, have their policy
victories last longer, and be less susceptible to changes
in the electoral landscape as the climate movement
changes the political landscape of climate change in a
positive direction. It will be more than ever for
campaigners to mobilize political will and the public to
change the political landscape in favor of bolder
climate change action.
As revealed in Table 7, the respondents occasionally
experience Organizational Culture/Organizational
Climate in response to Climate Change. As shown in
the table, the respondents strongly agree on
maintaining close coordination with the local DRRM
council and Solid Waste Management Board on
preparedness activities and response needs.
Conducting regular and quarterly drills to uphold the
teachers, students, and community awareness;
conducts regular and quarterly drills to the teachers,
students, and community awareness; coordinates with
the Local DRRM, Police, and Fire Department before
the conduct of the national simultaneous earthquake
drill; school coordinates with the fire department to
initiate seminar or symposium; the school DRRM
Team inspect the building and playground and direct
all staff and students to the shelter area and
communicate with the town emergency responders;
and Monitors the effects of hazards and prepare and
submit reports immediately to office concern. The
respondents agree on establishing mechanisms for
emergency communication between each school.
Selecting learners Fire Marshalls with authorized do
regular or quarterly checking and monitoring of
electrical connections; Key stakeholders are involved
in the planning process. The respondents moderately
agree that there is no partnership program in place at
the school. With an average weighted mean of 4.135,
respondents occasionally that Organizational Climate
and Organizational Culture are relevant and associated
with Climate Change Education.
Table 7. Organizational Culture/Organizational
Climate in response to Climate Change
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Figure 7. .
DuFour and Eaker (1998) contend that the failure of
recent reform initiatives is the importance of school
culture and climate. Deal and Peterson define a
school's culture as the norms, values, beliefs,
traditions, and rituals (1998). Every decision made and
action taken at a school, from the principal's
management style to the way teachers choose the
curriculum materials and interact with students, is
affected by it.
Ramjay Uri
Challenges Encountered By The Respondents
During Climate Change Education
Table 8. Challenges encountered by the respondents
during climate change education
Figure 8. .
As revealed in Table 8, the respondents more
encountered on the challenges encountered by the
respondents during climate change education. As
shown in the table, the respondents strongly agree on
the indicators: climate change on health; We can all do
our bit to reduce climate change. Using renewable
energy reduces climate change. Respondents agree on
the indicators. Climate change is an unbreakable
process in schools. Schools are experiencing the
effects of climate change now. Human activities are
the only cause of climate change. Climate change is
inevitable because of the way modern society works.
The respondents moderately agree on the indicators:
climate change is just a natural fluctuation of the
earth’s temperature, and the government is not doing
enough to address climate change. The respondents
disagree on the indicator: it is already too late to do
anything about climate change.
The respondents more encountered that problems
encountered during Climate Change Education with an
average weighted mean of 3.762. Preneau claims to
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communicate and educate people about climate
change. Concepts relating to climate change are
frequently misconstrued, according to researchers.
Additional issues could be an inability to recognize
subtle or slow environmental changes spending giving
individuals power and recognition, their weak
connection to nature, and their propensity to act
impulsively and tackle environmental issues.
According to Pope Francis, there is only one
complicated problem which is social and
environmental, rather than two different crises, one
environmental and the other social.
Actions Implemented by the Repondents to
Address the Challenges
Table 9. Actions taken by the respondents to address
the challenges
Ramjay Uri
Figure 9. .
Discussion
The conclusions drawn from the research findings are
listed below:
1. The present status of climate change education
according to the assessment of Elementary School
Heads, School DRRM Coordinators, and Teachers
assessed highly practiced.
2.1 Respondents classified as Moderately Aware of
climate change education based on their responses.
2.2 Respondents believe that public elementary
schools adequately spread information about climate
change.
2.3 The respondents strongly agree that the facilities,
types of equipment, and educational resources are
essential for educating people about climate change.
2.4 The respondents agree that the government
should understand the laws and regulations on climate
change education in schools.
2.5 Respondents agree that organizational climate
and culture are relevant and related to teaching about
climate change. They also agree that having positive
and healthy school climates and cultures is essential to
creating high-quality learning environments and the
conditions necessary for effective teaching and
learning strategy.
3. The respondents say they agree that there are
difficulties in teaching about climate change.
4. The steps conducted in the Atimonan I and II
Districts were determined to be the most successfully
implemented. The study will serve as the foundation
for educating community members, teachers, storm
coordinators, elementary school administrators, and
students about climate change.
The results, findings, and conclusions serve as the
foundation for the recommendations that follow:
1. The status of climate change education is uneven. It
must increase public knowledge and understanding of
the problem.
2.1 Since climate change is still a significant
problem, it is important to spread knowledge about it.
As such, climate change education should be a
required subject in schools. By doing this, it will be
feasible to ensure that every student acquires a
fundamental knowledge of climate change and how it
affects the environment.
2.2 Dissemination of climate change education is
crucial to ensuring that as many people as possible
understand the problem and its implications. It should
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utilize multiple channels to disseminate climate change
education. Schools should be the primary target for
climate change education dissemination that will
promote awareness of climate change.
2.3 To effectively educate people on climate change,
it is essential to have the necessary facilities,
equipment, and instructional materials. Programs to
educate people about climate change should be created
and implemented with funding. It will enable high-
quality climate change education in communities and
schools by ensuring the resources needed.
2.4 Governments with important stakeholders should
support the execution of projects to educate people
about climate change. Providing information,
resources, and assistance for climate change education
will make it simpler to collaborate with organizations.
2.5 Organizations should give incentives and reward
employees for taking sustainable actions. It can
involve recognizing staff members who can reduce the
organization's carbon footprint by cutting waste or
energy.
3. Address the issue in climate change education and
encourage understanding and awareness, and
accessible information on climate change must be
made available. It should address these challenges to
ensure that climate change education is effective.
4. Providing precise and comprehensive information
about climate change is crucial to solving the issue and
enhancing comprehension and awareness in generating
high-quality teaching materials, training for
instructors, and public awareness campaigns. Giving
information on how climate change affects the
environment and society can also help people realize
how urgent it is to take action.
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Affiliations and Corresponding Informations
Corresponding: Ramjay Uri
Email: ramjay.uri@deped.gov.ph
Phone:
Ramjay Uri:
Atimonan Central Elementary School Department of
Education - Philippines
Victoriano Regio:
Marinduque State College - Philippines
1232/1232