2025 IJRSE – Volume 14 Issue 12
Available Online: 2 July 2025
Author/s:
Alfonso, Norman V.*
Nueva Ecija University of Science and Technology, Philippines (nv.alfonso1860@gmail.com)
Alfonso, Vicenta G.
Amazing Grace Christian School of Cabanatuan City Inc., Philippines
Tayabas, Charmaine Elise A.
Amazing Grace Christian School of Cabanatuan City Inc., Philippines
Alfonso, Norvin John G.
Amazing Grace Christian School of Cabanatuan City Inc., Philippines (czachnoid@gmail.com)
Abstract:
Climate change literacy is critical in equipping students with the knowledge, perceptions, and skills necessary to understand and respond effectively to the multifaceted challenges posed by climate change. This study assessed the climate change literacy of junior high school students at Amazing Grace Christian School of Cabanatuan City in the Philippines and aimed to develop an instructional plan aligned with the curriculum to enhance their climate change literacy. A quantitative descriptive research approach was employed, utilizing a descriptive-developmental research design. A total of 115 students serve as respondents. Data were collected using an adapted survey questionnaire comprising four sections, each targeting key dimensions of climate change literacy. The findings indicated that the majority of respondents were male, having a total number of 63, aged 13 to 17, and enrolled in Grades 7 to 10. Students exhibited high levels of perception, proactive behavior, positive attitudes, and personal concern related to climate change. The data on the level of literacy concerning the awareness of climate change among AGCS Junior High School students reveal consistently high levels of recognition and concern across all grade levels. A commendable level of climate literacy suggests that students are not only aware of climate change as a global issue but are also likely familiar with its basic concepts, implications, and relevance to their lives. The level of literacy concerning sources of climate change-related information reveals notable variation. Grade 8 students exhibit the highest literacy, indicating a strong awareness and ability to identify credible sources of climate change information. In contrast, Grades 7, 9, and 10 fall into moderate to limited literacy or uncertainty in discerning reliable climate change information sources. This discrepancy may reflect differences in curriculum exposure, instructional emphasis, or access to climate literacy resources. The level of literacy on the perceptions of the causes of climate change reveals a developmental pattern marked by high initial certainty, followed by a decline in clarity and confidence as students progress through grade levels. In the course of the study, it was observed that there is the presence of uncertainty or possible misconceptions regarding the origins of climate change. This may stem from a curricular gap, limited reinforcement of prior knowledge, or an insufficient scaffolded of transition into more complex scientific concepts. The level of literacy in their willingness to disseminate climate change information reflects a generally positive orientation, though with varying degrees across grade levels. An indication of strong motivation and literacy in sharing climate-related knowledge. This suggests a proactive attitude likely supported by recent instructional exposure or heightened enthusiasm at earlier stages of schooling. However, their conceptual understanding of climate change concepts was found to be slightly below average. Statistical analysis revealed significant differences in climate change literacy based on age and grade level, while no significant differences were observed across gender. Furthermore, students’ awareness of climate change was notably shaped by direct environmental experiences, formal climate change education, and peer influence. In response to the findings, a curriculum-aligned climate change learning plan was developed to strengthen students’ knowledge, perceptions, behaviors, attitudes, and concerns related to climate change.
Keywords: climate change literacy, climate education, climate change assessment, junior high school, instructional design
DOI: https://doi.org/10.5861/ijrse.2025.25196
Cite this article:
Alfonso, N. V., Alfonso, V. G., Tayabas, C. E. A., & Alfonso, N. J. G. (2025). Assessing climate change literacy among junior high school students: Foundations for curriculum development and instructional design. International Journal of Research Studies in Education, 14(12), 173-189. https://doi.org/10.5861/ijrse.2025.25196
* Corresponding Author