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

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.