The effect of seasonal heat on teaching and Learning and Mitigation Strategies: Philippine’s context

Abstract

The Philippines, due to its geographical location and diverse topography, is particularly vulnerable to extreme weather conditions, including heat waves intensified by climate change. These heightened seasonal temperatures have significantly impacted classroom environments, making them increasingly unsuitable for effective teaching and learning. Hence, this study examined the challenges experienced by elementary teachers and the strategies implemented to mitigate the impacts of heightened seasonal heat. A descriptive phenomenological approach was employed to collect data through structured interviews with fourteen (14) purposefully selected public elementary teachers in the Schools Division of Laoag City, Ilocos Norte. The thematic analysis identified five primary challenges: increased teacher stress and burnout, diminished learners’ focus and concentration, reduced participation and engagement, heat-related illnesses and rising absenteeism, and inadequate classroom ventilation, including malfunctioning electric fans. In response, teachers implemented instructional modifications and varied pedagogical strategies, utilized outdoor and nature-based learning activities, provided hydration support and comfort measures in the classroom, classroom ventilation and airflow management, and strengthened classroom comfort through improved ventilation.   Despite teachers demonstrating resilience to heightened seasonal heat, the findings suggest that educational authorities and policymakers should invest in climate-resilient classroom infrastructure, including adequate ventilation and climate control systems, and provide specialized training to support teachers in managing environmental stressors and enhancing their teaching effectiveness.