Asian Framework of Teacher Education
for Climate Action
Dissemination Guide
Organised by Asian Teacher Educators for Climate Change Education Network (ATECCE)in cooperation with UNESCO Bangkok, UNESCO Beijing, Asia-Pacific Cultural Centre for UNESCO(ACCU), and with the support of Japan Society for the Promotion of Science (JSPS)

12 February 2024

Teacher Education for Climate Action

Table of Contents
Forewords

1

Asian framework of teacher education for climate action

2

Recommendations based on the framework3

Way forward to implement the framework

6

Case studies

7

List of contributors

14

Forewords
As the Research Coordinator and Director at Okayama University ESD (Education for Sustainable
Development) Promotion Centre, I am honoured to present the dissemination guide of the Asian
Framework of Teacher Education for Climate Action. This project, spearheaded by the Asian
Teacher Educators for Climate Change Education Network (ATECCE) in collaboration with UNESCO
Bangkok, UNESCO Beijing, and the Asia-Pacific Cultural Centre for UNESCO (ACCU), andsupported by the Japan Society for the Promotion of Science (JSPS), epitomises our global
collective efforts to tackle climate change through education. The document is a culmination ofextensive research and international cooperation, aimed at enhancing teacher education acrossAsia. We extend our deepest appreciation to all the project members from nine Asian countries
and the supporting organisations for their invaluable contributions to this endeavour. This effort
represents a critical step in incorporating climate change education into teacher training
programmes across Asia, signalling a substantial commitment to sustainable development.

Hiroki Fujii
Research Coordinator, ATECCE Project
Director, Okayama University ESD Promotion Centre at
UNESCO Chair in Research and Education for Sustainable Development

Contact Information
Name
AddressEmail: Khalifatulloh Fiel'ardh (Okayama University ESD Promotion Centre): 3-1-1 Tsushimanaka, Kita-ku, Okayama 700-8530, Japan: aldi@okayama-u.ac.jp

Asian Framework of Teacher Education for Climate Action: Dissemination Guide
Okayama, Japan: Okayama University ESD Promotion Centre©Okayama University ESD Promotion Centre 2024

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Teacher
TeacherEducation
Educationfor
forClimate
ClimateAction
ActionAsian Framework of Teacher Education for Climate Action
Why is climate change education crucial in teacher training?
The "Reimagining our Futures Together: A New Social Contract for Education"1) document(UNESCO, 2021) have called for schools to become exemplars of sustainability and carbon
neutrality and the "Greening Education Partnership"2) initiative (UNESCO, 2022) haveemphasised the importance of integrating climate change education (CCE) in teacher training.
This approach aims to equip educators with the skills to convey the complexities of climatechange, fostering critical thinking, civic engagement, and an understanding of theenvironmental, social, and economic interconnections. These efforts highlight thetransformative role of education in promoting sustainable development and climate
resilience, preparing learners to actively engage with climate change challenges.
How was the Asian Framework of Teacher Education for Climate Action developed?
In November 2023, the Asian Teacher Educators for Climate Change Education Network(ATECCE) convened in Surabaya, Indonesia, gathering representatives from nine countries:
China, India, Indonesia, Japan, Kazakhstan, Malaysia, Mongolia, the Philippines, and Thailand.
A key result of this meeting was the creation of the Asian Framework of Teacher Education
for Climate Action. This framework (Figure 1) aims to steer the inclusion of CCE into teacher
training programmes across these nations, equipping teachers to effectively teach andmotivate climate action.

• Embeds climate change
education within educational
strategies, curricula, andcourses, empowering
educators with specialised
training and development
for effective delivery.

Domain 1:
Integrated Climate
Curricula and Teacher
Empowerment

Domain 2:
Engaged and Innovative
Climate Pedagogy• Advances active learning andinnovative teaching, engaging
learners with diverse,thought-provoking materials
that drive understanding andaction for climate issues.

• Evaluates the impact andeffectiveness of climatechange education, ensuringthat educators are equipped
to foster competencies forclimate action in learners.

Domain 3:
Holistic Assessmentof Climate Action

Figure 1. Asian Framework of Teacher Education for Climate Action
1) UNESCO. (2021). Reimagining our Futures Together: A New Social Contract for Education. Available at: https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000379707
2) UNESCO. (2022). Greening Education Partnership. Available at: https://www.unesco.org/en/education-sustainable-development/greening-future

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Teacher Education for Climate Action

Recommendations based on the Framework
Domain 1: Integrated Climate Curriculum and Teacher Empowerment
The first domain emphasises the crucial need for aligning educational policies with global
climate change initiatives. This recommendation forms the cornerstone of the framework,
ensuring that climate change education is seamlessly integrated into the fabric of teacher
training programmes. It addresses various critical aspects, from curriculum design to teacher
certification standards, aiming to establish a robust base for climate change education within
the education system. Table 1 below outlines the key sub-domains within this initial domain,
detailing their specific focus areas and objectives for a comprehensive approach.
Table 1. Integrated Climate Curriculum and Teacher Empowerment
Sub-domain
1.

2.

- National curriculum integration

change education

climate initiatives and national policies- Teacher certification standard

Developing interdisciplinary curricula that- Comprehensive understanding

weave climate change education across- Inclusion of ethical, social, andsubjects

economic aspects

Curriculum integration andTeacher training for climate
competencies

4.

Professional development andsupport5.

Practical application andexperiential learning

6.

Teacher well-being andmotivation

7.

Key Focus Area

Aligning educational strategies with global

interdisciplinarity
3.

Description

Policy alignment with climate

Specialised pre- and in-service training toequip teachers with necessary climatechange knowledge and pedagogy
Ongoing opportunities for educators to
update and share their knowledge andteaching methods
Hands-on learning opportunities
connecting theoretical knowledge withreal-world applications
Strategies to manage workloads andprovide mental health support, withrecognition and rewards- Content knowledge- Pedagogical skills- Workshops and seminars- Collaborative projects- Fieldwork- Community engagement activities- Workload management- Inventive systems

Empowerment throughFormal recognition of teachers’ climate- Certification programmes

recognition and certification

change education expertise- Professional endorsement

As depicted in the table, the first domain provides a detailed and strategic approach toembedding climate change themes into teacher education. This domain, following therecommendation, begins with policy alignment and extends to encompass interdisciplinary
curriculum development. The focus on both theoretical integration and practical application
highlights the need for a multifaceted approach to teacher training. By equipping educatorswith the necessary knowledge and skills, the framework aims to empower them to effectively
teach about climate change, thus preparing a future generation that is knowledgeable andcapable of addressing environmental challenges.

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Teacher Education for Climate Action

Domain 2: Engaged and Innovative Climate Pedagogy
The second domain is dedicated to revolutionizing the methods and materials used inteaching climate change, with a focus on active learner engagement and pedagogicalinnovation. This domain is structured into distinct sub-domains (Table 2), each addressing a
key aspect of climate pedagogy.
Table 2. Engaged and Innovative Climate Pedagogy
Sub-domain

Description

1.

Diverse delivery and resource
utilization

Multiple modes of content delivery fordiverse learning styles

2.

Community and institutional
engagement

3.

Belief in learner potential

4.

Respect for diversity oflearners

5.

Real-context learning

6.

Learner as change agent

Encourages learning in community andinstitutional settings
Fostering environments that value andnurture individual potential
Tailoring learning approaches to diverse
student needs and backgrounds
Connecting educational content with realworld scenarios and applications
Empowering learners to be proactive incommunity and environmental change

Key Focus Area
- Online, offline, on-air platforms- Global and local perspectives inmaterials- Informal learning settings- Community-based projects- Collaborative learning- Self-directed methodologies- Differentiated learning- Inclusive education strategies- Experiential learning- Field-based activities- Transformative methodologies- Entrepreneurship education

This domain focuses on student engagement and innovative teaching techniques. It
introduces a variety of content delivery methods, including digital and interactive platforms,
to suit different learning preferences. This approach ensures that educational materials are
not only informative but also adaptable and engaging, combining global climate issues withlocal contexts. The domain extends education beyond conventional settings, advocating forpractical involvement and partnerships with communities and institutions. Such initiatives link
academic learning with real-world applications, providing students with hands-on
experiences in understanding and addressing climate change.
A key element of this domain is fostering an environment that values each student's potential.
It encourages self-driven and collaborative learning, helping students develop criticalthinking and problem-solving skills crucial for navigating climate-related challenges. The
domain also prioritises recognizing and catering to the diverse backgrounds and experiencesof learners. By adopting flexible and inclusive teaching methods, it ensures that climatechange education is accessible and meaningful for every student. Moreover, the domain
positions students as active contributors to climate solutions, promoting a sense of agency
and responsibility in climate action. This transformative approach aims to inspire students toapply their learning practically, empowering them to become advocates and change-makers
in their communities.

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Teacher Education for Climate Action

Domain 3: Holistic Assessment of Climate Action
The third domain focuses on evaluating and assessing the effectiveness of climate change
education within teacher training programmes. This domain (Table 3) ensures that educators
are adequately prepared to teach about climate change and to inspire action among theirstudents.
Table 3. Holistic Assessment of Climate Action
Sub-domain
1.

Teacher education institutions

Description- Governance and policy for CCE

This includes governance, curriculum,- School culture and green campus

culture and facility adequacy- Community partnerships

Assesses the competencies of teacher
2.

Teacher trainers

Key Focus Area

Evaluates institutional support for CCE.

trainers in CCE within educational
institutions- Developing engaging CCE learning
experience- Innovating CCE pedagogy- Research and development in CCE- Creating effective learning
environments

3.

Learners (Pre- andFocuses on the professional

in-service teachers)

development of teachers in CCE- Engagement with educators andstakeholders- Continuous professional
development

The evaluation starts with the institutional frameworks at teacher education institutions. It
scrutinises how these institutions govern and develop supportive policies for climate change
education, striving to cultivate a school culture that embraces sustainability. The assessment
extends to evaluating facilities and operations for their alignment with green campus
ideologies and respect for diversity. A crucial aspect is the promotion of active institutional
involvement and strong community partnerships, enriching climate change education andextending its reach. The domain then assesses the pivotal role of teacher trainers in shaping
future educators. It evaluates their competencies in developing engaging and innovative
learning experiences in climate change education, along with their contribution to researchand development in this field.
Crucially, this sub-domain also focuses on building and sustaining networks and communities
of practice, fostering collective growth and collaborative action in climate change education.
Finally, attention turns to the learners - pre-service and in-service teachers - evaluating theirability to create meaningful learning environments and engage with ongoing professional
development. This includes assessing their capability to collaborate effectively with othereducators and stakeholders in climate change education. The aim is to ensure teachers
possess up-to-date knowledge, effective teaching methods, and a comprehensive
understanding of climate issues.

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Way Forward to Implement the Framework
What are the levels of implementation?
The Asian Framework of Teacher Education for Climate Action recommends a multi-tiered
strategy for weaving CCE into the fabric of teacher education systems at institutional, national,
and regional levels. The 'Way Forward' in Figure 2 provides a detailed course of action,
recommending the development of comprehensive CCE training programmes at theinstitutional level, alongside expert engagement and the integration of CCE into broader
educational frameworks.

Institutional Level:- Development of holistic CCE
training programmes.
- Expert engagement and resource
preparation.
- Integration of CCE into
educational programmes.
- Conducting scientific andeducational projects.
- Resource provision for general
education.

National Level:- Strategising national climatechange education.
- Government support for CCE
projects.
- Curriculum development andteacher training.
- National seminars and training.

Regional Level:- Collaboration among Asianteacher education institutions.
- Regional meetings and network
establishment.
- Joint scientific-educational
projects.

Figure 2. Way forward to the Asian Framework of Teacher Education for Climate Action
Nationally, it suggests strategic planning for CCE, advocating for government backing,curricula development, and teacher training enhancements, coupled with extensive seminars
and training. Regionally, the framework recommends fostering partnerships among Asianteacher education institutions, setting up a network for collaboration, and initiating joint
scientific and educational projects, thereby unifying climate action education efforts across
Asia.

What are the expected outcomes and future prospects for expansion of the framework?
The framework is poised to make impactful advances at institutional, national, and regional
levels. Expectations include enhancing teacher expertise and curricula at institutions, aligningnational educational policies with global climate goals, and fostering regional collaboration
for shared resources. In the future, it’s anticipated that the framework will integrate advanced
technologies and community programmes, encourage inter-ministerial collaborations, andpotentially expand to establish regional centres of excellence. This expansion is likely to spurthe development of global networks and partnerships, promoting an international exchange
of knowledge and resources in climate change education.
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Teacher Education for Climate Action

Case Study (1): Asia-Pacific ESD Institute, China
Teacher education for climate action is a comprehensive and strategic systematic project, which isthe best way to ensure that teachers are always energetic and constantly striving. Focused on four
aspects during training process in our institution: Firstly, the main task of in-service teacher education
for climate action is to focus on the relevant professional knowledge of climate change and theirability to grasp how to explore and integrate climate knowledge in the curriculum and textbooks.
Secondly, the main comprehensive training approach for in-service teachers on climate action is"programmed theoretical training + fieldtrip + discussion and summary." Thirdly, through teacher
education on climate action, their skills, development ability for local sustainable development
resources and courses, writing ability of research paper and related activity plans, research ability on
climate change topics, and the ability on leading students to carry out climate action through theapplication in the real life and practicing method are improved. Fourthly, the content of teacher
education for climate action combines with the SDGs tightly. After training, teachers lead students toparticipate in climate change actions and have achieved significant results.

Figure 3. Teacher training for climate action

Figure 4. Teaching case on climate change

Case Study (2): Centre for Environment Education, India
In a comprehensive initiative by the Centre of Environmental
Education (CEE) in India, a training module framework wasdeveloped to equip middle school teachers across diverse
subjects with the skills and knowledge to teach climatechange effectively. Targeting teachers from the 6th to 8th
standards, the programme aimed at enhancing
understanding, critical thinking, and problem-solving related
to climate change, utilizing a multi-disciplinary, participatory
approach. Piloted between January and September 2023
across various levels—from national programmes like
GenCAN to district initiatives like the Climate Resilient School
Programme—the initiative reached over 11,000 teachers,
fostering climate leadership and innovative pedagogies.
Despite challenges in curriculum development and resource
constraints, the programme achieved significant outreach,
evidenced in student engagement and the documentationof success stories. Future plans involve developing training
resources, the national rollout, and integration of the module
into teacher training curricula, with finalization andevaluation scheduled for early 2024.

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Figure 5. CCE training in India

Teacher Education for Climate Action

Case Study (3): UPI and UNESA, Indonesia

Figure 6. "The 40 days challenge forsustainability" leaflet and students
from a participating school

In Indonesia, a collaboration between Universitas Pendidikan
Indonesia (UPI) and Universitas Negeri Surabaya (UNESA) has
led to the development of a series of impactful programmes
focused on climate change education. These initiatives include
preparing teachers to teach climate change through aframework that enhances science teacher competencies inEnvironmental and Sustainability Education, and exploringteaching strategies to increase student awareness and action on
climate change, emphasizing the need for prolonged
intervention to improve literacy, awareness, and engagement. A
notable aspect of their efforts is a school-to-school competition
named the "40 Days Challenge for Sustainability," which
specifically engaged 37 junior high schools, 16 senior highschools, 657 students, and 84 teachers from 37 districts across 11
provinces. This competition successfully fostered sustainability
practices and climate action awareness among schools.
Additionally, the initiative extends its reach to the public, inviting
membership from all individuals and collaborations with otherorganizations and companies, supported by a dedicated website
and social media presence at esdindonesia.id. The programmescollectively have made a significant impact, with majority
participants in the third programme reporting an improvementin their knowledge about climate change, increased awareness,
and a heightened willingness to take action.

Case Study (4): Miyagi National University of Education, JapanThe case study from Miyagi National University of Education in
Japan explores the integration of CCE into Disaster Risk
Reduction (DRR) Education in schools. Emphasizing theinterconnected nature of disasters, development, and climatechange, the study utilised the Sendai Framework for Disaster
Risk Reduction 2015 and systems thinking in teacher training toovercome conceptual barriers. This led to the successful
incorporation of CCE into both pre-service and in-service
teacher training programmes, with courses covering
environment education, disaster risk reduction, international
understanding, and multicultural education. Students reported
a broadened understanding of disasters, extending beyond
natural phenomena to global issues. Despite these successes,
challenges persist in elementary education, where thecurriculum focuses primarily on natural disasters. The study
concludes with recommendations to integrate CCE morecomprehensively into various academic subjects, particularly innatural sciences and social studies, to enhance students'
awareness and preparedness for a wide range of disasters.

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Figure 7. Implementation of CCE
into DRR

Teacher Education for Climate Action

Case Study (5): Okayama University, Japan

Figure 8. CCE at
Okayama University

At Okayama University, the integration of CCE into the teacher training
programme is a comprehensive approach that combines innovative
curriculum design with practical application. The programme includes
diverse courses in Physics, Chemistry, Biology, and Earth Science, allincorporating CCE elements. Notably, the 'Secondary Science Teaching
Method (Advanced)' course covers extensive CCE-related content,
employing a mix of lectures, experiments, and study tours, such as visits
to biomass towns, to enhance experiential learning. Continuous
assessment through reflective journals and a final project where students
design a CCE lesson plan for schools ensures that future educators are
not only well-versed in climate change concepts but also adept at
integrating these into educational contexts. This multifaceted approach
underscores Okayama University's commitment to preparing futurescience teachers to effectively educate and inspire pre-service teachers
about climate change. Furthermore, the programme's emphasis onreflective and participatory teaching methods, along with its focus on
real-world applications, equips prospective teachers with the necessary
skills and insights to foster a generation of environmentally consciousand proactive learners.

Case Study (6): Abai Kazakh National Pedagogical University
Abai Kazakh National Pedagogical University (AbaiKNPU) initiated a comprehensive initiative to
integrate Climate Change Education (CCE) into its
teacher training programmes, focusing on the
Sustainable Development Goals (SDGs) andsustainable development practices in geography
education. This initiative encompassed developing a
conceptual framework for sustainable development
in Zhambyl region's small towns, enriching school
geography textbooks with the SDG and climatechange content, and conducting a national seminartraining for geography teachers. The programme's
multifaceted
approach,
involving
research,sociologicalsurveys,andinternational
collaboration, demonstrated the university's
dedication to empowering educators to address
climate change through informed teachingstrategies. This endeavour not only enhanced
educational resources but also aimed to cultivate amore environmentally aware and proactive
generation of students. The long-term goal was tofoster a broader understanding of climate change
impacts and solutions among both educators andlearners, shaping a more sustainable future.

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Figure 9. CCE initiatives at Abai KNPUTeacher Education for Climate Action

Case Study (7): Al-Bukhary International University, Malaysia

Figure 10. top: Social businessapproach, bottom: School as living lab

At Albukhary International University, the Climate Change
Education (CCE) initiative encompasses the Lechadisstechnique, the formation of the 3 Sero Club, and theestablishment of 'Living Laboratories', integrating an emphasis
on social business. The Lechadiss technique, involving lectures,
hands-on activities, and discussions, has notably enhanced
climate change understanding among preservice teachers in
the Elementary Science course. The initiative also led to thecreation of Team Enalife under the 3 Zero Club, which actively
engages in social business education initiatives, including
innovative projects like upcycling waste into Effective
Microorganisms. Additionally, in partnership with a local
primary school in Alor Star, a 'Living Laboratory' wasestablished, providing a practical platform for Enalife members
to apply and disseminate their climate change knowledge. Thisholistic approach not only advances climate education among
future educators but also promotes a model of sustainablesocial entrepreneurship, empowering students to combine
educational goals with community-oriented business practices.
Through these endeavours, the university is nurturing a newgeneration of leaders equipped to address environmental
challenges while fostering economic and social development.

Case Study (8): International Islamic University, Malaysia
At the International Islamic University Malaysia (IIUM), a
noteworthy initiative in CCE was undertaken,
emphasizing an action-oriented teaching and learning
approach. This programme part of a broader effort tointegrate climate awareness and sustainable practices
into education, utilised the Regional Centre ofExpertise's (RCE) Whole School Approach (WSA) andInquiry-Based Learning (IBL) framework. IIUM students,
functioning as agents of change, played a pivotal rolein transferring knowledge and engaging with schoolcommunities. The initiative involved activities likestudent-led campaigns on litter and waste
management, which included composting and othersustainable practices. This hands-on approach was
aimed at increasing awareness and cultivating a deeper
understanding of climate change issues among
students. However, challenges such as the need forteacher competencies in IBL and the integration ofaction-oriented activities into the curriculum wereidentified. The programme at IIUM showcases theimportance of experiential learning and community
engagement in fostering effective CCE.

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Figure 11. Outreach activity by
IIUM students at a high school

Teacher Education for Climate Action

Case Study (9): Mongolian National University of Education

Figure 12. Curriculum analysis at MNUE

At the Mongolian National University of Education(MNUE), Climate Change Education (CCE) is still in its
developmental phase, characterised by a partial
integration of key environmental themes into theacademic curriculum. While it includes critical issues
such as climate change and human activities, thecurriculum does not comprehensively cover important
topics like the greenhouse effect, emissions, andbiodiversity. The teaching methods primarily involve
interactive approaches such as role-play, case studies,and project-based learning, but there is a notableabsence of digital engagement and lifestyle-focused
education on climate-friendly practices. This situation
at MNUE highlights a broader educational challenge:
the need for a more inclusive and thorough approachin embedding CCE into teacher education
programmes. An expanded curriculum and innovative
teaching methodologies are essential for preparing
future educators to effectively communicate thecomplexities of climate change and promotesustainable living practices. This calls for a strategic
overhaul in both content and pedagogy, aiming tobridge the current gaps and create a more robust,
future-ready educational framework for climatechange.

Case Study (10): National University of Mongolia

A study on the incorporation of Climate Change Education (CCE) into the pre-service natural scienceteacher training curriculum was carried out at the National University of Mongolia (NUM). Regarding
integration and supplementary potential, three categories are noted. At the NUM, subject- or majorspecific integration of climate change topics into teacher education programmes and courses was
implemented. There is little to no inclusion in the chemistry, physics, and mathematics curricula,despite being heavily involved in the biology and geography programmes.
We are therefore constructing our curriculumin consideration of this outcome. Like thelong-standing international consensus that
ESD should be "embedded in the wholecurriculum, not as a separate subject," CCEshould be embedded in the whole teacher
education programme, especially in teacher
education courses and major subject courses.
We will explore systems thinking and climate
challenges together in these courses.
Developing engaging and useful activities is a
key component of integrating CCE intoscience teacher training programmes.
Figure 13. Principal concept of the programme at NUM

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Teacher Education for Climate Action

Case Study (11): Capitol University, the Philippines

Figure 14. CCE module and it's implementation

The Climate Change Education (CCE) module atCapitol University in the Philippines exemplifies
innovative educational reform in response toenvironmental challenges. Focused on developing
comprehensive climate change modules, theinitiative trained 132 student teachers to become"Champions of Climate Change," preparing themto integrate this crucial subject into their futureteaching roles. Through a rigorous evaluation
process, these students developed action plans for
applying and sharing their knowledge. Despite
challenges like the need for wider endorsement
and the dilemma of testing their training without
real-world disasters, the programme marks asignificant step in embedding sustainability andenvironmental awareness in education. The CCE
module not only educated students but also aimed
to extend its reach and impact across the ASEAN
region, demonstrating a commitment to ongoing
adaptation and expansion in the field of CCE.

Case Study (12): City College Cagayan de Oro, the Phillipines
The City College of Cagayan de Oro has
implemented significant CCE initiatives as partof its commitment to ESD. These initiatives
focus on integrating ESD and the SDGs into
teaching and community engagement. Key
programmes include the "Climate Change
Education for Sustainable Development"
project, conducted in collaboration withvarious educational and governmentalorganizations. This project emphasises training
and workshops for teachers and faculty, aiming
to embed ESD principles into educational
practices and operations across different
sectors. The college's efforts in CCE have beenrecognised on regional and international
levels, underscoring its role in promoting
environmental awareness and sustainable
practices in education. These initiatives arepart of a broader strategy to prepare
graduates to effectively address and adapt tothe challenges posed by climate change intheir professional and personal lives.

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Figure 15. CCE activities at City College Cagayan de OroTeacher Education for Climate Action

Case Study (13): Chulalongkorn University, Thailand
At Chulalongkorn University, the key idea
behind integrating CCE into Global Citizenship
Education (GCED) revolves around creating acomprehensive and multidisciplinary approachto education. This integration aims to foster a
deep understanding of global environmental
challenges, particularly climate change, within
the broader context of global citizenship. By
incorporating CCE into various subjects such associal studies, science, arts, and languages, theuniversity seeks to embed awareness andresponsiveness to climate issues in the fabric ofeducation. This approach emphasises not justknowledge acquisition, but also thedevelopment of skills and values necessary forstudents to become proactive global citizens
who can contribute to climate action. The
programme's
implementation
throughworkshops, training modules, and schoolbased activities further ensures that thisintegrated education is not confined totheoretical learning but is translated into
practical, real-world applications and problemsolving strategies.

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Figure 16. CCE integration in GCED events
at Chulalongkorn University

Teacher Education for Climate Action

List of Contributors
CHINA
Gendong Shi, Jing Zhang, Juan Zhou
Asia-Pacific ESD Institute

MALAYSIA
Munirah Ghazali, Rabiatul Adawiah
Al-Bukhary International University

INDIA
Sweta Purohit, Priyanka Sinsinwar,
Preeti Rawat, Madhavi Joshi
Centre for Environment Education

Irina Safitri Zen
International Islamic University Malaysia

INDONESIAEko Hariyono
Universitas Negeri Surabaya
Ari Widodo, Riandi, Ida Kaniawati,
Rini Solihat, Eliyawati, Anggun, Zuhaida,
Suhendar
Universitas Pendidikan Indonesia

MONGOLIA
Uurintuya Dembereldorj,
Batchuluun Yembuu,
Davaasuren Dagvasumberel
Du LaleMongolian National University of
Education
Dulguun Jargalsaikan
National University of Mongolia

JAPAN
Kiichi Oyasu, Saeko Fujimoto
Asia-Pacific Cultural Centre for UNESCO

The PHILIPPINES
Amor Q. de Torres
Capitol University

Tomonori Ichinose
Miyagi University of Education

Jestoni P. Babia
City College of Cagayan de Oro

Hiroki Fujii, Khalifatulloh Fiel'ardh,
Hiroko Shibakawa, Shinetsetseg Gerelkhuu,
Shuri Kimura
Okayama University

Felina P. EspiqueSaint Louis University

KAZAKHSTAN
Kulyash Kaimuldinova,
Karlygash Muzdybayeva,
Nurzhanat Shakirova, Adelya Zhanatova
Abai Kazakh National Pedagogical
University

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THAILAND
Athapol Anunthavorasakul
Chulalongkorn University

Teacher Education for Climate Action

Dissemination Guide
Organised by Asian Teacher Educators for Climate Change Education Network (ATECCE)in cooperation with UNESCO Bangkok, UNESCO Beijing, Asia-Pacific Cultural Centre for UNESCO(ACCU), and with the support of Japan Society for the Promotion of Science (JSPS)

12 February 2024
Okayama University ESD Promotion Centre
3-1-1 Tsushimanaka, Kita-ku, Okayama 700-8530, Japan
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