Abstract

Climate change remains a pressing global challenge. In response, school curricula have increasingly integrated related concepts and lessons to promote awareness, understanding, and responsible action among learners. This study examined the relationship between learners’ climate change knowledge and their adaptation practices in a secondary school context. Using a quantitative correlational design, data were collected from 184 learners of Cuenca National High School through a validated and reliable researcher-developed questionnaire. The instrument measured three dimensions of climate change knowledge—nature, causes, and effects—and the extent of adaptation practices in school. Descriptive statistics (mean and standard deviation) and inferential analysis (Pearson product-moment correlation) were employed. Findings revealed that learners demonstrated a very high level of knowledge regarding the nature and causes of climate change, and a high level of knowledge of its effects. In terms of adaptation, learners exhibited a great extent of climate-responsive practices, particularly in recycling, waste segregation, and resource conservation. However, participation in activities such as environmental campaigns and reforestation was comparatively lower. Correlation analysis showed statistically significant moderate positive relationships between knowledge and adaptation practices across all dimensions. Despite these significant associations, results indicate a persistent knowledge–action gap, suggesting that knowledge alone explains only a portion of adaptive behavior. The study highlighted the need for more action-oriented and experiential climate education. It recommends strengthening school-based programs that provide meaningful opportunities for learners to translate knowledge into sustained environmental action.