Abstract
Navigating the unpredictable landscape of climate uncertainty, public secondary high schools in Makilala North District stand as beacons of resilience, poised to equip the next generation for the challenges ahead. This research embarks on a journey into the heart of disaster preparedness, employing qualitative inquiry methods like in-depth interviews (IdI) and focused-group discussions (FGD) to uncover insights from administrators, teachers, and students in the local community. As the findings unfold, a nuanced picture emerges, highlighting both the challenges and opportunities faced. From integrating disaster preparedness into the curriculum to overcoming communication barriers, the study sheds light on the factors shaping education amidst climate uncertainty in the district. However, amidst these challenges, there are promising strategies to embrace, from innovative teaching approaches to collaborative partnerships, all aimed at strengthening the resilience of the school community. Beyond the obstacles, tangible benefits emerge. With a deeper understanding of disaster preparedness and innovative teaching methods, schools become safer and more resilient. In practical terms, this research urges administrators and educators to seize the mantle of innovation, collaboration, and technology integration to navigate uncertain times in the local context. Future research possibilities become apparent as this project draws to conclusion. It is a call to action for other teachers and researchers to keep exploring disaster preparedness in educational settings, recognizing schools as pillars of safety and optimism in the midst of an unpredictable climate.