STATUS AND EXTENT OF LEARNING CONTINUITY PLAN ON CLIMATE-RELATED CLASS DISRUPTION: BASIS FOR ENHANCEMENT OF CTE LEARNING CONTINUITY PLAN FRAMEWORK

Climate-related disruptions increasingly threaten instructional continuity in higher education, requiring resilient Learning Continuity Plans (LCP). This study assessed the status and extent of LCP implementation in the College of Teacher Education at Cagayan State University–Lal-lo, Aparri, and Gonzaga campuses using a descriptive-correlational mixed methods design. Results showed that the LCP is generally established but only moderately implemented during disruptions, with no significant differences across campuses. Key challenges include technological limitations, connectivity issues, financial constraints, and psychosocial pressures, despite existing best practices. A significant relationship was found between LCP status and extent of implementation. Strengthening ICT infrastructure and learner support is recommended.