The world’s environmental concerns are currently rising, bringing negative effects and becoming detrimental to organisms which needs to be addressed through human participation. This study aimed to integrate environmentally responsive content for senior high school learners. Using descriptive-developmental design, the study was conducted and participated by one hundred seventy-four (174) SHS learners of the Humanities and Social Sciences strand from Dr. Panfilo Castro National High School, a secondary public high school in Candelaria, Quezon. Through the use of 4-point Likert scale survey questionnaires, the study found that learners do not always perform environmental practices like their environmentally responsible behavior. These results were used as bases for making instructional material, which was evaluated as highly effective for the environmentally responsive content integration for Senior High School Learners (SHS). Findings demonstrate a significant difference in learners' pre- and post-assessment of environmental literacy regarding knowledge, attitude and motivation. This suggests that educating learners through integrating environmentally responsible content in SHS can greatly help save and protect the environment.
