Lived Perspectives of College Students on Climate Change: A Phenomenological Inquiry into Environmental Awareness and Sustainable Action in Isabela State University

Abstract

Climate change has become one of the defining global challenges of the twenty-first century,
requiring active participation from educational institutions in cultivating environmentally
responsible citizens. While higher education institutions have increasingly integrated
sustainability concepts into curricula and campus programs, limited qualitative research
has explored how university students personally experience, interpret, and respond to
climate change in their everyday lives. This phenomenological study examined the lived
perspectives of college students regarding climate change, environmental awareness, and
sustainable action at Isabela State University. Guided by Husserlian phenomenology, the
research sought to uncover the meanings students attach to climate-related experiences
and how these experiences influence their environmental behaviors. Fifteen undergraduate
students representing different colleges were purposively selected based on their direct
experiences with climate-related events and environmental participation. Data were
gathered through in-depth semi-structured interviews and analyzed using Colaizzi's seven-
step phenomenological method. Six essential themes emerged: (1) Climate Change as an
Immediate and Personal Reality; (2) Environmental Awareness Through Education and
Experience; (3) Emotional Responses of Concern, Hope, and Responsibility; (4) Sustainable
Practices as Everyday Commitments; (5) Institutional Support and Collective Action; and
(6) Barriers Between Awareness and Environmental Action. Findings reveal that although
participants demonstrated substantial environmental knowledge and concern, sustainable
practices were often constrained by limited institutional resources, inconsistent
environmental policies, and socio-economic realities. Nevertheless, students expressed
optimism that collaborative initiatives among universities, communities, and local
governments could strengthen climate resilience and environmental stewardship. The
study contributes to climate education literature by emphasizing the importance of
experiential environmental learning, participatory sustainability programs, and student-
centered environmental governance in higher education.