_____________________________________________________________________________________________________ *Corresponding author: Email: benblevins@hiroshima-u.ac.jp; Asian Journal of Education and Social Studies 2(4): 1-13, 2018; Article no.AJESS.44138 ISSN: 2581-6268 An Experimental Approach to ICT for Climate Change Awareness in Myanmar Benjamin K. Blevins 1* , Nyi Nyi Htwe 1 , Shree Kumar Maharjan 1 and Shinji Kaneko 1 1 Graduate School for International Development and Cooperation, Hiroshima University, 1-5-1 Kagamiyama, Higashi-Hiroshima City, Hiroshima, 739-8511, Japan. Authors’ contributions This work was carried out in collaboration between all authors. Author BKB led the drafting of the paper and provided the statistical analysis along with author NNH, SKM designed the study under the supervision of author SK. All authors contributed to the literature review and protocol of the study. All authors read and approved the final manuscript. Article Information DOI: 10.9734/AJESS/2018/44138 Editor(s): (1) Dr. M. Camino Escolar-Llamazares, Assistant Professor, Area Director of Personality, Evaluation and Psychological Treatment Faculty of Health Sciences, University of Burgos, Spain. Reviewers: (1) K. D. V. Prasad, International Crops Research Institute for the Semi-Arid Tropics, India. (2) Kalpana L. Chaudhari, RTM University, India. Complete Peer review History: http://www.sciencedomain.org/review-history/26336 Received 07 July 2018 Accepted 15 September 2018 Published 22 September 2018 ABSTRACT The study explores the introduction of ICT into the classroom by conducting a randomised controlled experiment (RCT) among secondary schools in urban Myanmar. Using a lecture on climate change awareness, 942 students in five schools in Yangon and Mandalay participated in the experiment. For treatment groups, the lecture was video-based, with the teachers simply providing support to the contents of the video. In contrast, the teachers in the control groups presented the content of the video lecture without the video-aid. Student learning outcomes for those in the treatment group resulted in a mixture of outcomes divided on gender lines. The study suggests that ICT can simultaneously benefit certain students while impeding others, and thus should not be treated as a panacea to improve learning outcomes. Keywords: ICT; Myanmar; primary school; climate change; RCT; difference-in-differences. Original Research Article