CLIMATE CHANGE EDUCATION FOR SUSTAINABLE
DEVELOPMENT AMONG CENTERS OF EXCELLENCEAND DEVELOPMENT IN TEACHER EDUCATION
IN THE VISAYAS REGION
June 6-7, 2021
Via F2F at USJ-R Basak Campus and via Zoom

A project of USJ-R ESD Center for Research, Training andDevelopment and USJ-R School of Education in partnershipwith UNESCO Japan, Okayama University, UNESCO National
Commission in the Philippines (UNACOM) and the Teacher
Education Council.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONORGANIZERS AND PARTNERS
UNIVERSITY OF SAN JOSE – RECOLETOS (USJ-R)

USJ-R ESD CENTER for Research, Training and Development

UNESCO JAPANOKAYAMA UNIVERSITYUNESCO NATIONAL COMMISSION IN THE PHILIPPINES(UNACOM)TEACHER EDUCATION COUNCILCLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONWELCOME MESSAGE
Dear Participants,
I am very glad to see and be part of the conference on Climate Change Education for
Sustainable Development among Centers of Excellence and Development in Teacher Educationin the Visayas, Philippines. The conference will be held at the University of San Jose – Recoletos
and will be attended by faculty members from Teacher Education Institutes (TEI) via the zoom
online platform. On behalf of all the participants, I would like to thank Rev. Fr. Cristopher C.
Maspara, USJ-R University President, Dr. Jestoni P. Babia, USJ-R ESD Center Director, andUNACOM ESD Consultant, UNESCO National Commission of the Philippines, Teacher Education
Council, and the conference meeting officers for inviting us in this academic engagement.
The purpose of this conference and meeting is to discuss the integration of teacher education
with Education for Sustainable Development (ESD), especially Climate Change Education (CCE),
and the development of training programs for teachers. Members of our joint research projectfrom Asian countries have developed some guidelines and recommendations to orient teacher
education in Asia to address sustainability. It is hoped that the conference and meeting will both
encourage international cooperation and simulate researchers to conduct research on ESD in
Asian countries.
I deeply appreciate your coming to share with us this unique, memorable experience in Cebu
City, Philippines.

Sincerely,

Hiroki Fujii
UNESCO Chair in Research and Education for Sustainable Development and Director/Professor,
Okayama University ESD Promotion Centre, Okayama University, Japan
Coordinator of the Japan Society for the Promotion of Science (JSPS) Joint International Research“Promoting Teacher Education for Climate Change Education through Collaboration between
Asian Centres of Excellence (ATECCE)”CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONWELCOME MESSAGE
Dear highly- esteemed Participants:
Greetings!
I extend a warm welcome to all of you to this conference on “Promoting Climate Change
Education among Centers of Excellence and Development in Teacher Education in the Visayas
Region”.
This project brings together the country's Centers of Excellence and Development in Teacher
Education Institutions (TEI) to study and exchange techniques that aid in the prevention andmitigation of climate change-related impacts in any manner possible, integrated in thepedagogical and andragogical practices.
Our combined efforts will eventually bring everyone together to work for climate action, with thegoal of inspiring the next generation to advocate for climate change education in schools andcommunities, rather than simply being aware of current challenges. I believe that Teacher
Education Institutions have the potential to solve the problem of making Climate Change
Education a national priority in order to ensure the prosperity of future generations.
May this conference be fruitful, engaging and a meaningful one!
Adelante!

REV. FR. CRISTOPHER C. MASPARA, OAR
University

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONWELCOME MESSAGE
Dear Colleagues and guests:
Warm Greetings!
I'd like to welcome you all to this conference on "Promoting Teacher Education for Climate
Change Education among Centers of Excellence and Development in Teacher Education in the
Visayas Region" on behalf of the University of San Jose-Recoletos' ESD Center for Research,
Training, and Development.
This conference is timely because it encourages long-term sustainability and life-longcommitment for Teacher Education Institutions in the Visayas Region and the Philippines
through the promotion of Education for Sustainable Development (ESD) and Climate Change
Education. CCE Programs like these will allow us to align our curriculum to promote and ensure
our democratic and social rights towards a prosperous and sustainable planet, encouragesocial and political participation at all levels of sustained community life, and provide
opportunities for personal and social development through climate education research,community extension, and learning innovations.
The goal is to strengthen climate change education among Centers of Excellence (COE) andCenters of Development (COD) in the Visayas Region and the Philippines by developing an
understanding of existing policies, guidelines, and strategies in the implementation of Climate
Change Education, and ultimately creating a community of practice and collaboration, sharing,and capacity building in the promotion of Climate Change Education in the country.
May this program be a success as it promotes transformative education, which aims to reorient
and reshape society by equipping today's generation with principled knowledge, attitudes, andskills that will aid in the implementation of the Global Action Plan for Education for Sustainable
Development.
Let us all work together today and in the future to ensure our joint sustainability!

Dr. Jestoni P. Babia
Director, USJ-R ESD Center for Research, Training and Development
Dean, USJ-R School of Education
Visayas Region CCE Project Lead
SEAMEO ESD Fellow

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONPROGRAM SCHEDULE
The overall goal of the conference is to discuss the Climate Change Education (CCE)
Framework that Teacher Education Institutions (TEI) utilize in teaching and integrating climatechange education into the curriculum, instruction, and other pedagogical and andragogicalpractices.
Date: June 6 – 7, 2022
Venue: a.) Onsite - University of San Jose – Recoletosb.) Online – Zoom Platform
Languages: English

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONACADEMIC BACKGROUND
Education for Sustainable Development (ESD) which is stipulated in SDG 4.7, is a new area of
education that pursues the sustainability of life and society on earth, with themes such as
climate change, renewable energy, biodiversity, disaster risk reduction and sustainableconsumption and production. The Action for Climate Empowerment: Guideline for Accelerating
Solutions through Education, Training and Public Awareness (2016), a guide jointly edited by
UNESCO and United Nations Framework Convention on Climate Change (UNFCCC), emphasizes
that
anappropriate
educational
processofplanning,
implementation
andmonitoring/evaluation/reporting is essential to encourage people to take concrete actions
against climate change.
This conference will focus on the Climate Change Education (CCE)
Framework based from the “Asia-Pacific ESD Teacher Competency
Framework” (Figure 1) that Teacher Education Institutions (TEI)
utilize in teaching and integrating climate change education i
nto the curriculum, instruction, and other pedagogical andandragogical practices.
The rationale of this conference is, first, our current situationin which climate change education in teacher education
is limited to the development of teaching materials andclasses, and the development of systematic educational programmes has made little progress,
in response to global calls for climate change education (for example, Merrill, M. Y. et al. (Ed.)(2018). Education and Sustainability; Paradigms, Policies and Practices in Asia. Oxon: Routledge).
Accordingly, the competencies required for teachers practicing climate change education andthe educational directions to develop them have been not yet adequate to meet this global
challenge.
Second, in order to develop a framework for teacher education programmes for climate change
education that can be adapted and applied by many teacher education institutions, further
collaboration of centers of excellence and development on ESD is absolutely required. In
particular, such a system for the collaboration needs to be strengthened in the Visayas Region.
Furthermore, this conference will identify the needs of teachers practicing climate change
education with particular focus on their competencies; identify systematic climate change
education programmes for teacher education institutions in the Visayas in order to develop
teacher competencies; and identify ways and means to verify results of these climate change
education programmes.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Keynote Speech

Towards the expansion of teacher education for climate change
education in Asia-PacificDr. Hiroki Fujii
Director, ESD Promotion Center, Okayama University
CCE Project Lead in Asia & the PacificE-mail: fujii-hi@okayama-u.ac.jp
Incorporating climate change education (CCE) into school education and teacher training is anurgent and challenging task. This presentation explores the trends and perspectives of school
education and teacher education with regard to CCE, especially in countries of East Asia,
Southeast Asia, and the Pacific islands. The basis for this attempt are discussions under thefollowings: 1) global calls to accelerate CCE; 2) development of CCE in schools – leading
projects and educational policies, curricula, and pedagogy; and 3) implementation of CCE inteacher education – educational programs and courses and an innovative project throughcollaboration in the Asia-Pacific.
In conclusion, in order to mainstream CCE in schools and teacher education institutions, thefirst requirement is to develop a school education policy and guidelines on CCE and topromote the incorporation of CCE into the curricula not only in science and social science
subjects but also in the humanities. Additionally, new curricula should be flexible enough to beadaptable to local contexts.
Second, pedagogical approaches that encourage behavioral changes in learners, such aslearner-centered, inquiry-based, experiential, participative and collaborative, and inter- andtransdisciplinary approaches, should be further disseminated. They must take into accountthe characteristics of climate change including its inevitable unknowns and uncertainties,
scientific complexity, and the difficulty in being recognizing it from personal experience.
Finally, despite various obstacles to integrate CCE into existing teacher training, teacher
education institutions should implement CCE strategies and develop educational programs
and courses that would allow teachers to gain competencies as sustainability citizens as wellas professional competencies for CCE. Of course, newly developed programs and courses may
be modifications of existing ones. The key to achieving this is for teacher education institutions
to engage in CCE with the whole-institution approach, referring to productive ESD initiatives
within a faculty framework. A collaborative CCE project between teacher education institutions
currently underway in Asia, in which the presenter and other teacher educators are involved,
will be an exemplar for this effort.
Keywords: Climate Change Education; Education for Sustainable Development; School
Education; Teacher Education

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Keynote Speech

Awareness of CCE in Miyagi University of Education, Japan
Dr. Tomonori Ichinose
Professor, Miyagi University of Education, Japan
The purpose of this conference is to enhance Climate change education for sustainable
development among centers of excellence and development in teacher education. Therefore, I
would like to introduce the development ESD network and awareness of Climate Change in Japan
Tohoku district.
Miyagi prefecture is located in the sea coastal area in the northeast Tohoku district in Japan. This
district has ever been attacked by the big Tsunami and Earthquake in March11, 2011. River floodand landslide by Typhoon attack has been frequently happen. The Climate Change Education inschool has become an urgent issue.
In 2007, the Interuniversity Network Supporting the UNESCO Associated Schools Project Network(ASPUnivNet) was organized by the proposal of Miyagi University of Education. UNESCO
Associated Schools (ASPnet) is identified as the leading experimental school for promoting ESD in
Japan. Teacher training universities are able to keep direct connection with ASPnet schools though
this network. ASPUnivNet is the started with eight member universities at its inception and has
expanded to 23 member universities today.
Tohoku Consortium is the regional network for promoting ESD and SDGs, which was supportedby the Ministry of Education (MEXT) from 2014. 10 of ESD promotion hub districts were
established in collaboration with the Regional ESD Activities Support Center.
In fiscal year 2019, school curricula for SDGs and ESD based on the use of local resources.
Because Tohoku district is surrounded by sea, representative practices of CCE created by theschools are mainly for protecting the environment of the sea. One example is Mr. Kentaro ONO,
his practice, he is the famous promoter of Climate Change in this district. He was born in Sendai,
Tohoku, he went to Kiribati for high school in 1993 and continued to remain there after thegraduation. He was naturalized in Kiribati in 2000, being the first naturalized Japanese -Kiribati.
After the big Earthquake and Tsunami in 2011, He went back and has been living Sendai. He has
been actively engaging in advocacy on the impact of climate change and global warming to Kiribati
in human dimension. Many CCE practices in school were developed by the effect of his advocacy.

①Another good practice is for reducing marine plastic waste.
Students in Tadami town has
adopted“Climate Emergency Declaration”and“Pet Free Monday”after theCLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

experimental study in the seacoast.“Climate Emergency Declaration” is an action toacknowledge humanity is in a climate emergency. “Pet Free Monday” is the students’action for free from Pet bottles in their daily life. Hachinohe Kodai 2nd High school istackling for the issue of the Marine plastic waste. Students promote scientific reach tounderstand the character of Micro plastic by experimental study. As a result, they
devised a method to detect microplastics taken into the body of plankton.

②

Concerning about the awareness of CCE, schoolteachers of these representative school
mentioned that students’ ability to solve problems, ability to take action to create asustainable society have been increasing. Hopefully, through this conference, Awarenessof CCE will be enhanced both in Philippine and Japan.
Keywords: Awareness of CCE, UNESCO Associated Schools, Climate Emergency
Declaration Marine plastic waste

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 1Compendium of Climate Change Education Lesson Plans Using the
Climate Framework
Dr. Jestoni P. Babia, Ms. Ma. Aira Chenessa Aguilar,
Mr. Sondrew Baya, Mr. Rex Villavelez, Mr. Montano Tapanan Jr.
University of San Jose – Recoletos School of Education
E-mail: jestoni.babia@usjr.edu.phThere is a great need to integrate Climate Change Education to the curriculum to achieve
prosperity and sustainability for present and future generation. This presentation’s context
aims to integrate the Climate Change Education (CCE) framework: Competencies, Learning
Objectives, Instructional Tools and Methods, Motivational Activity, Activity analysis, Teaching
Abstraction, and Evaluation Measures in the lesson plans of teacher education students(CLIMATE). This grounded theory approach aims to develop a new theoretical and conceptual
framework for CCE integration in the curriculum and instruction. 25 teacher-education students
from the University of San Jose – Recoletos (USJ-R) Cebu, Philippines. Teacher-education
students were able to produce lesson plans in different subject areas including mathematics,
science, English, Music, Arts, Physical Education and Health (MAPEH), and Information andCommunication Technology (ICT). Lesson plans were successfully validated by the experts andwere aligned to the CCE, Education for Sustainable Development Goals (ESD), sustainable
development goals (SDGs), and Global Citizenship Education (GCED). The result shows thatteacher-education students successfully integrate the most essential learning competencies(MELC) in the different topics. Through the CLIMATE framework, the teacher-education students
were able to understand the importance of CCE and its contribution to different subject areas.
Furthermore, this study recommends strengthening the utilization of the CLIMATE learningmodel in K-12 and integration of CCE principles in the curriculum and instruction.
Keywords: Climate Change Education, CLIMATE learning model, SDGs, ESDs, and GCED.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 2

Education for Sustainable Development and Climate Change Education:
The Introspection of Initiatives and Practices in USJ-R SHS Department
Helmae E. Tapanan, John Nicko M. Coyoca, Raquel Perez
University of San Jose – Recoletos Senior High School Department
E-mail: helmaetapanan@usjr.edu.phAs education is the primary path for the attainment of sustainable learning programs for asustainable environment, economy, and society for the youth, the citizens, the world, and thenext generation in general, UNESCO called for renewed goals to deliver the seventeen (17)Sustainable Development Goals (SDGs) through an Education for Sustainable Development (ESD)
paradigm. Since 2019, the University of San Jose-Recoletos Senior High School (SHS) Department
has been true and steadfast in promoting interdisciplinary, collaborative, and transformative
efforts for unending commitment and innovation of learning to concrete evidence of sustainable
development among its learners. These are evident in the refinement and restructuring of the
SHS curriculum through a Curriculum Quality Audit (CQA). The curriculum quality audit is themost suitable method to assess its level of quality, addressing all the academic issues, problems,and identified gaps. Community Engagement courses of HUMSS students are explicitly anchoredon the SDGs from the planning of proposal, project implementation, and evaluation. The
Department's Community Outreach Programs revealed to have exemplar achievement of thesustainability standards of our adapted barangays in different aspects and perspectives ofbeneficiaries. Furthermore, all SHS students' ESD advocacies follow the Five (5) Ps, namely:
Partnership, People, Peace, Prosperity, and Planet. For its third year now and beyond, theresearch, capstone projects, and montage presentation of the students in all strands (ABM,
HUMSS, and STEM) highlight the Environmental Sustainability for our HOPE Learning Mantra, thehealth and sciences, opportunities for growth, people and profit and addressing theenvironmental concerns for sustainability. The SHS students demonstrated their significant roles
in engaging the people and the society at the grassroots and served as active drivers of change
to transform society for global development. These initiatives and practices are the living legacies
in this "Decade of Actions." Our students have big dreams, start in small acts, and escalate it for asustainable world with a more significant impact. These ESD best practices will be continued andsustained thoroughly despite the challenging times for ripple effects of schools in mitigating
societal problems grounded on research results and creative ideas.
Keywords: ESD, Environmental Sustainability, 5Ps, HOPE Projects, SHS Researches, Capstone,
and Community Outreach Programs

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 2Updates on the ESD and Climate Change Education Initiatives/Practices
in Cebu Normal University
Dr. Jennifer Paño
ESD Fellow, SEAMEO
Professor, Cebu Normal University
E-mail: panoj@cnu.edu.phCebu Normal University implements the Whole-institution approaches for integrating ESD andclimate change into education holistically. The whole-institution approach to ESD and climatechange implies mainstreaming sustainability into all activities of the school, including thecurriculum, content, method, policy and the school governance, as well as cooperation withpartners and the broader community. This transformative approach mobilizes all school
stakeholders as well as partners and communities, and empowers the academic community toplay an active role in their schools, families and communities.
School activities included, strategies to monitor and measure energy consumption,
institutionalize research following the priority needs cited in National Higher Education
Research Agenda (NHERA), developing initiatives for natural lighting ad ventilation, active
engagement of student organizations to monitor energy conservation, use of energy stickers,
constructing school gardens and eco-walls, rainwater harvesting facility, vermicomposting,usage of natural fertilizers and a lot more.
The climate change initiative through he #iGreenCNU Program showed that the wholeinstitution approach to ESD had a strong positive impact on students’ attitudes, behaviours andactions towards sustainable development and lifestyles, as well as on how they perceive theirschools and the role they play in their community. Building upon the positive experience of theteachers and students in the #iGreenCNU Program, the implementation of a whole-school
approach to climate change will be fortified in the various levels of the academia.
Keywords: Whole-institution approach, climate change education, education for sustainable
development (ESD)CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 2Updates on Education for Sustainable Development and Climate Change
Education in Cebu Technological University
Dr. Lynette Camello
ESD Fellow, SEAMEO
Director, ESD Center
Professor, Cebu Technological University
E-mail: lynnettematea.camello@ctu.edu.ph
This paper presents the ESD journey of Cebu Technological University which began with a mappingof its ESD practices in 2017 which pointed to the identification varied programs and projects under
the PAGLAUM community extension framework as the university’s entry point in education forsustainable development. This resulted in the crafting of an action plan for sustainability which thenaspired to integrate the framework for community extension to research, curriculum andinstruction with full support from the administration. Thus, from community-based ESD practices as
the first identified entry point to embed sustainability concepts, the university leadership crafted
policies to ensure that education for sustainable development is fully visible in its mandated
functions.
While it was realized that ESD work has already been embedded in the activities of the university,
especially along the community extension function, the need to expand the understanding,commitment to action and further ESD aligned activities was found pressing and urgent. In addition,
ESD had to permeate in the other functions, so that curriculum, which is at the heart of university
offerings will produce outcomes of graduates whose graduate attributes will include that samecommitment to sustainable development.
To implement ESD in the university curricular offerings, a series of curricular reviews wereconducted to ensure that sustainability concepts were embedded in course designs andinstructional materials produced by faculty. This was done to emphasize knowledge, skills andvalues that are necessary to create changes amongst individuals, peoples, communities and theworld.
CTU has since then addressed the challenges of formalizing the integration of ESD principles andpractices in the teacher education curriculum. This is to address the need for the adoption of thewhole-institution approach to reorient curricular content and methodology while creating anawareness of ESD in the university communities so that these goals will be the overarching themeof all endeavors from classroom to community.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

The integration of ESD principles as bases for major plans and directions of theuniversity from curriculum to the creation of sustainable communities and capability
building activities for the university community to integrate ESD in curriculum
implementation have likewise been conducted. More involvement of students
particularly as an integral part of curricular programs and the development ofknowledge, skills, values and attitudes in their pre-service and in-service education.
Addressing sustainability as a university led CTU to craft a Climate Change andResilience Action Plan (CCRAP) which included among others policies on vulnerability
assessments, climate mitigation and adoption initiative plans, funding, implementation,
review, evaluation and monitoring and embedding in all areas of the CCRAP is education
for sustainable development. As a result of these initiatives, CTU has been included in
the Times Higher Education and QS ranking of universities with the Sustainable
Development Goals (SDGs) as metrics.
Keywords: Community-based ESD, sustainability concepts, ESD principles, Climate
Change and Resilience Action PlanCLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 2PNU Visayas the Environment and Green Technology Education Hub
Dr. Anna Liza Santillana
ESD Fellow, SEAMEO
Quality Assurance
Professor, Philippine Normal University
E-mail: santillana.alg@pnu.edu.phCadiz City is a gateway and a premier center of agro-fishery resources of Negros Island in the
Visayas region because of the strategic location of the city with a wide and rich island and marine
resources. PNU Visayas lies at the heart of this city with 75% of the total student population are
residents of this place. This practices the whole school approach to ESD that intertwined into its 4
core functions as a teacher training institution. These core functions are the following: Curriculum,
Instruction, Community Engagement and Production. In the curriculum PNU Visayas embed in all
the syllabi the Sustainable Development Goals as needed in the content and developed anelective subject entitled Education and Sustainability with the module developed and content
aligned to the syllabi. The university believed of the ripple effect to widen the sustainability
practices among individuals two diploma programs were implemented, these are the DEGTE(Diploma for Environment and Green Technology Education) that will cater education graduates
and the DTEGTE (Diploma in Teaching Environment and Green Technology Education) for thegraduates of non-edu programs. All student activities in the campus are aligned to sustainability
practices because of the guided policies like “No Plastic” “Water Conservation”, “Energy
Conservation “Proper Waste Disposal, air and Water Pollution. Most of these practices are geared
towards climate change mitigation that students give great importance that they bring with themin the conduct of community engagement.
Mangrove Conservation and Protection is the 8-year program of PNU Visayas and the Small
Fishermen. Association. From the shared indigenous knowledge of these fisherfolks, materials forreading written in dialect as capstone activity of the students were implemented among young
readers, these instructional materials serve as pathway for children to appreciate the importanceof mangrove conservation and its positive impact to climate change.
Keywords: Ripple effect, Whole school approach, Core function, Fisherfolks

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 2Teaching Education for Sustainable Development in the Cordillera
Administrative Region, Philippine
Dr. Felina Panas Espique
Dean, STELLA
St. Louis University – Baguio
E-mail: fpespique@slu.edu.ph
Promoting education for Sustainable Development (ESD) particularly climate change educationin Teacher Education Institutions results to awareness and application of sustainable
development actions among teachers and students both in the tertiary level and basic
education level. This paper aims to present the progress of Saint Louis University’s (SLU) efforts
regarding Promoting Teacher Education for Climate Change Education in Asia (ATECCE). SaintLouis University is one of the Centers of Excellence in Teacher Education in the Cordillera
Administrative Region, Philippines. From the documentary analysis and curriculum audit thatwas conducted, it was found out that education for sustainable development is clearly capturedby the vision-mission of the university and is clearly translated in its strategic directions. This iscascaded in the strategic plans of the schools and one of these is the School of Teacher
Education and Liberal Arts that ensures that ESD particularly climate change education istranslated as one of the course contents of the teacher education curriculum. From thecurriculum audit that was conducted, some climate change education contents and activities
are covered in the general education courses, professional education courses, and the
University’s vision-mission ang goals down to the course learning outcomes, it denotes that the
pre-service teachers of the teacher education programs together with the students in thelaboratory schools are empowered with the essential knowledge, skills, values, and attitudes
needed to address climate change problems. To sustain and enhance the pre-service teachers’
engagements in climate change education, climate change education workshop is highly
recommended to be implemented.
Keywords: Curriculum Quality Audit, Climate Change Education, Pre-service and In-service
teachers, Laudato Si

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 3

Education for Sustainable Development Community-Based Projects of thePhilippines
Dr. Jestoni P. Babia
ESD Fellow, SEAMEOUNESCO ESD Consultant
USJ-R School of Education Dean and ESD Center Director
E-mail: jestoni.babia@usjr.edu.ph
Education for Sustainable development permits each individual to get information, abilities,
perspectives and qualities important to shape a practical future. This study determined the levelof training implementation based on the six ESD action principles and as to which of theseprinciples have contributed to the improvement of the level of implementation of ESD programsin the Philippines. ESD – best practices of the university community extensionists and thechallenges that they have met in the implementation of ESD. It centered on Cell’s Resilience bySzanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillarsof ESD and Six ESD Action principles and policy support for sustainable development throughcommunity learning centers. This study utilized a quasi-experimental type of research in which it
involved quantitative and qualitative data. The random sampling technique was used in order toselect the 25 beneficiaries from private and public basic education and higher education
institutions. The results showed that the level of implementation was to at least SOME EXTENTwith a 3.25 mean, and that only the transformation component is the only significant predictor,
the best practices of USJ-R – Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding ofbooks through Bloom’s Software for reading literary, reviving mangrove forest through DAGANG
Fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom
Weaving of Hablon in Argao with socio-economic impact, and the challenges of the otherextension projects in the Philippines enumerated on the attendance of the beneficiaries and the
project team, the change of leaders, organizations, time availability their limited resources andlinkages, financial resource mobilization, sustainability of interest, miscommunication, hecticschedules and negative attitudes towards the extension process. It is concluded that the ESD of
the Philippines’ implementation is so far, in the average level and that the projects have to focus
on the transformation of the beneficiaries. This study is recommended to be replicatedprioritizing the sustainability and transformation researches, monitoring and evaluation of ESDBased community project researches, proposed plans for wide array of external funding.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Integrating Climate Change Education in Curriculum, Co-Curricular, And
Curricular Activities
Jestoni P. Babia, Ma. Aira Chenessa Aguilar, Sondrew Baya,
Rex Villavelez, Montano Tapanan Jr., Leo G. Alaras
University of San Jose – Recoletos School of Education
E-mail: jestoni.babia@usjr.edu.ph
This study aims to measure the integration of Climate Change Education (CCE) in the curriculum,
co-curricular, and curricular activities among DepEd schools in Cebu, Philippines. There are 83
random teacher-respondents from different DepEd schools. This study utilizes a descriptive
quantitative research design using a four-point scale survey questionnaire. The results show no
significant relationship between the age - years of teaching practice and the three components. It
means that the CCE integration depends on the school administration's support, initiatives andoperations, not on the teachers’ professional and career experience. Additionally, results show anadequate integration of CCE since (1) The Co-curricular activities are at a prominent level of CCE
integration with a mean of 3.02, (2) The second is the curriculum with a mean of 2.97, and (3) The
third is the curricular activities with a mean of 2.87. Hence, the identified components(curriculum, co-curricular, and curricular activities) showed a significant difference with a p-valueof 0. 009. To achieve a remarkably prominent level of integration of the CCE principles, theschools should further enhance and support the implementation of CCE principles. Hence, theidentified challenges of DepEd teachers are the lack of awareness of the CCE principles, limited
time to engage in CCE due to classroom-related activities, low administrators’ initiatives andsupport on CCE, and lack of financial support and resources. The identified enablers are thewillingness of teachers to attend capability buildings, symposiums, and training that will advancetheir knowledge of CCE principles. Furthermore, this study limits the awareness and perception ofteachers toward the over-all DepEd schools’ operation in CCE. It further suggests examining the
CCE integration in teachers’ research productivity, community extensions, and leadershipprograms.
Keywords: Climate Change Education, Research, Extension, Leadership, and Education for
Sustainable Development for Sustainable Development; School Education; Teacher Education

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Measuring the Teachers’ Capability to Integrate Climate Change Education
in Research, Extension, and Leadership
Jestoni P. Babia, Benedict Al Candia, Rex Villavelez, Leo G. Alaras
University of San Jose – Recoletos School of Education
E-mail: jestoni.babia@usjr.edu.ph
This study aims to examine the teachers’ contribution to integrating climate change education(CCE) in Research Productivity, Community extensions, and Leadership training. There are 83
random teacher-respondents from different DepEd schools in Cebu, Philippines. This study
utilizes a descriptive quantitative research design using a four-point scale survey questionnaire.
Teachers' academic preparations and experiences significantly correlate with the contribution of
the identified components. It means that the higher the academic qualifications, the higher thecontribution of teachers to research, extension, and leadership for CCE. The results show thatteachers’ engagement in community extension programs has a weighted mean of 2.05, which is alow score. The research productivity has a mean of 1.82, which is a low score. The leadershiptraining has a weighted mean of 2.11, which is also a low score. The data implies that teachers’
capability to integrate CCE in the identified components has a poor performance level. There is asignificant difference in teachers’ capability in the identified components with a p-value of 0.000.
Moreover, there are no significant relationships between research, extensions, and leadershipsince all fall short in scoring. This study concludes that CCE principles have been poorly integrated
into teachers’ research, extension, and leadership training. It further suggests that DepEd schools
should support the CCE initiatives in capability building, training, exposure, and symposiums tocontribute in research, extensions, and leadership training.
Keywords: Climate Change Education, Research, Extensions, Leadership training, and Educationfor Sustainable Development

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Input 4

Climate Change Education Programs and Initiative: Assessing andValidating Results
Dr. Richard R. Jugar
USC School of Education Dean and Curriuculum and Instruction Chair
DOST-SEI CBPSME SPP Director
Teacher Education SAG
E-mail: rrjugar@usc.edu.ph
This presentation focuses on the assessment and validation of the results of the Climate Change
Education Programs and Initiatives. Recognizing the varying breadth and depth of theimplementation of these programs and initiatives, the approach utilizes two frameworks thatencompass both the three key areas of focus such as theory, policy, and practice; and the level of
implementation and integration that include institutional, program, and course levels. A
functional matrix based on the integration of these two basic frameworks will be forward alongwith the contextualization of each of the resulting areas or intersections to the different
programs or initiatives. Emphasis will be given on the areas of teacher training, curriculum
planning, instruction, and school and community extension as the current focus of theconference. Specific sample processes and artifacts are also discussed along with several
possible forms of adaptations.

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONHONORARY PARTICIPANTS

Hiroki Fujii
UNESCO Chair in Research and Education for Sustainable Development
Director, Okayama University ESD Promotion Centre,
Okayama University, Japan
Tomonori Ichinose
Professor, Miyagi University of Education, Japan

Jestoni P. Babia
USJ-R SED Dean
ESD Fellow, SEAMEOESD Consultant, UNACOM
Philippine Representative to UNESCO’s Climate Change Education
Helmae E. Tapanan
Principal, Senior High School
University of San Jose – RecoletosJennifer Paño
ESD Fellow, SEAMEO
Cebu Normal University

Lynette Camello
Director, ESD Center
ESD Fellow, SEAMEO
Cebu Technological University

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONHONORARY PARTICIPANTS

Anna Liza Santillana
Quality Assurance
ESD Fellow, SEAMEO
Philippine Normal University

Felina Espique
Dean, STELLA
St. Louis University – Baguio
President, PAFTE

Dr. Richard Jugar
USC SED Dean and Curriculum and Instruction Committee Chair
Institutional/Independent Consultant for Basic Education
SAGC, Teacher Education
CALOHE Asia

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONTEACHER EDUCATION INSTITUTION (TEI) PARTICIPANTS

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGIONTEACHER EDUCATION INSTITUTION (TEI) PARTICIPANTS

CLIMATE CHANGE EDUCATION FOR SUSTAINABLE DEVELOPMENT AMONG CENTERS OF EXCELLENCE AND
DEVELOPMENT IN TEACHER EDUCATION IN THE VISAYAS REGION

Organized by
University of San of Jose-Recoletos
School of Education
ESD Center for Research,Training and Development

Contact
USJ-R School of Education
tec@usjr.edu.ph417-9512 loc 143