Abstract
This study investigated the use of technology to promote climate change awareness among elementary and secondary teachers in Kibawe West District, Bukidnon. Specifically, it examined teachers’ demographic profiles, their level of climate change awareness, and how technology was integrated into their teaching practices. Using a descriptive quantitative research design grounded in the Diffusion of Innovations theory, data were collected through surveys and analyzed using frequency, percentage, mean, standard deviation, and correlation. Results revealed that age and school type significantly influenced teachers’ engagement in climate change education. Mid-career educators demonstrated a balance of experience and adaptability, younger teachers showed greater proficiency in technology use, while older teachers required additional training. Elementary teachers struggled with the complexity of climate science content, whereas secondary teachers needed ongoing professional development. Although most teachers were generally aware of climate change and engaged in sustainable practices, views on its immediate impact varied. Many participants lacked familiarity with available technological tools. Teachers with higher awareness levels were more likely to integrate technology into their instruction. Moreover, schools with more resources were more effective in using technology for climate education. The findings suggest that enhancing teachers’ understanding of climate change, alongside improving access to digital tools, can strengthen instructional practices and foster environmental awareness among students.
