Thermal Conditions and Health: A Study on Teachers and Students in Alternative Learning Modalities

Thermal conditions and health play a crucial role in teaching and learning. This study examines their impact and highlights alternative teaching modalities as adaptive solutions. Climate change presents public health risks, requiring PE teachers to modify lessons for safety during extreme weather. A comparative descriptive-regression research design was used, with 169 respondents, including MAPEH teachers, sports coaches, and SPS students. Data were analyzed using mean, standard deviation, and ANOVA. Findings reveal that while respondents are generally satisfied with the PE schedule, they prefer greater flexibility during extreme weather. Both teachers and students express high satisfaction with alternative PE modalities, particularly technology-driven approaches, though some find virtual methods less interactive. Health data show that most teachers maintain a normal BMI, though some are overweight or underweight, while nearly half of the students are underweight, raising nutrition concerns. Common health issues during PE include excessive sweating and dizziness, with muscle cramps and nausea occurring less frequently. Despite weather variations, teachers’ and students’ health remains largely unaffected across BMI categories. Teachers are more satisfied with PE and training time slots than students, while both groups report similar satisfaction with teaching modalities and training sessions. The study concludes that greater flexibility in scheduling, improved nutrition support for students, and enhanced technology use are needed. Thus, schools should implement a comprehensive, climate-adaptive PE program that integrates flexible scheduling, technology-driven learning, regular health monitoring, and hydration initiatives to ensure student engagement, safety, and well-being during extreme weather conditions.