📄 Abstract
This study examined teachers' pedagogical practices, knowledge, attitudes, and competencies, as well as the challenges encountered in integrating climate resilience concepts in the Division of Agusan del Sur. Using a quantitative descriptive-correlational research design, the study involved 150 public secondary school teachers selected through stratified random sampling. Data were collected using a researcher-developed questionnaire and analyzed using weighted means and Pearson's correlation coefficient. Findings revealed that teachers' pedagogical practices were highly practiced (WM = 3.59), while their knowledge, attitudes, and competencies were highly evident (WM = 3.65). However, teachers encountered serious challenges in integrating climate resilience concepts (WM = 3.11), particularly the lack of professional development programs, limited training opportunities, and overloaded teaching responsibilities. Significantly low negative relationships were found between pedagogical practices and challenges (r = -.286, p = .001) and between teachers' knowledge, attitudes, and competencies and challenges (r = -.312, p < .001). These results suggest that stronger teacher capacity was associated with fewer reported challenges, although other institutional and contextual factors may also influence implementation. Based on the findings, a Contextualized Climate Resilience Education Framework was developed to strengthen teacher capacity, improve pedagogical practices, and address implementation barriers through professional development, localized instructional resources, and institutional support. The framework aims to promote meaningful integration of climate resilience education and contribute to more climate-resilient schools and communities.
🏷️ Keywords
📚 How to Cite:
Eljan V. Go, Dr. Davie C. Regalario , CONTEXTUALIZED CLIMATE RESILIENCE EDUCATION FRAMEWORK TO STRENGTHEN TEACHERS’ PEDAGOGICAL PRACTICES IN THE DIVISION OF AGUSAN DEL SUR , Volume 12 , Issue 10, October 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 255 - 262 , DOI: https://doi.org/10.36713/epra31857