PROMOTING SUSTAINABLE ADAPTATION THROUGH CLIMATE CHANGE EDUCATION: FOUNDATION FOR STRATEGIC PLAN

Climate change, one of the most significant challenges of the 21st century, continues to accelerate, affecting both ecological and socio-economic systems worldwide. This study explores the level of awareness and attitudes towards climate change adaptation among stakeholders—students, teachers, and parents—from two geographically and culturally distinct regions: Pampanga, Philippines, and Chevak, Alaska, USA. The study utilized a concurrent triangulation mixed-methods approach, combining quantitative surveys and qualitative interviews, to assess the respondents' knowledge and perceptions of climate change impacts and their readiness to adopt sustainable adaptation practices. Findings of the study revealed that while respondents in both regions recognized the threat posed by climate change, significant differences were noted in the depth of understanding and proactive engagement in adaptation strategies. Stakeholders in Chevak demonstrated lower awareness levels compared to their counterparts in Pampanga, largely due to varying levels of climate education and direct experience with environmental disasters. The study underscores the need for context-specific climate change education programs, particularly in vulnerable regions like Alaska, where climate impacts are felt more acutely yet awareness remains limited. Based on the results, the research proposes targeted educational interventions to enhance the capacity of these communities to adapt to the changing climate. By fostering climate resilience through education, communities can better prepare for future challenges, mitigate potential risks, and actively participate in global sustainability efforts. This research study contributes to the growing body of literature on climate change education by highlighting the importance of localized, culturally responsive approaches to raising awareness and promoting sustainable adaptation practices.