Climate change has continued to pose significant risks to communities, making the engagement of younger generations essential in advancing adaptation efforts. This study examined the awareness, attitudes, subjective norms, perceived behavioral control, and willingness of Generation Z college students in Koronadal City toparticipate in climate change adaptation, guided by the Theory of Planned Behavior (TPB). This study assessed students’ climate change knowledge, their behavioral predictors, and their willingness to engage in climate-friendly practices. A quantitative survey design was used to gather data. The respondents were college students born between 1999 and 2005 enrolled in private universities in Koronadal City. Findings revealed varying levels of climate literacy and concern among students. Attitudes, subjective norms, and perceived behavioral control significantly predicted willingness to engage in climate-friendly behaviors, while knowledge along was not always a strong predictor. This was consistent with trends presented in related literature. Year level differences also showed variations in awareness and behavioral intention. In conclusion, the Generation Z college students’ psychological, social, and contextual factors influenced their willingness to participate in climate change adaptation more strongly than knowledge along. Based on the results, implementation of targeted climate education programs, community outreach activities, and improvements to curriculum content that would strengthen students’ climate awareness, adaptive behavior, and long-term environmental engagement are included in the recommendations.