Promoting Teacher Education for Climate Change Education
through Collaboration between Asian Centres of Excellence for
Education for Sustainable Development (ATECCE)
Project Interim Report
Organized by Okayama University in cooperation with Asia-Pacific Cultural Centre for UNESCO (ACCU), withthe support of UNESCO Bangkok, UNESCO Beijing and Japan Society for the Promotion of Science (JSPS)

17 August 2022

Contact Information
Name: K. F. Ardh (Okayama University ESD Promotion Centre)

AddressEmail: 3-1-1 Tsushimanaka, Kita-ku, Okayama 700-8530, Japan: aldi@okayama-u.ac.jp

Promoting Teacher Education for Climate Change Education through Collaboration between Asian Centres of Excellence
for Education for Sustainable Development (ATECCE) – Project Interim Report
Okayama, Japan: Okayama University ESD Promotion Centre© Okayama University ESD Promotion Centre, 2022

Contents
Contents

Content

1

Forewords

3

Acknowledgement

3

Research Plan

4

Promoting Teacher Education for Climate Change Education through4

Collaboration between Asian Centres of Excellence on Education for
Sustainable Development (ATECCE)
Fujii Hiroki

Report from China

7

1. The Research and Practice on CCE Teacher Education of Chinese National

7

Working Committee for UNESCO on ESD (CNWCESD)
Gendong Shi, Jing Zhang and Juan Zhou

Report from India

13

2. Evaluation of the Teachers’ Education Landscape for Climate Change

13

Education in India
Srishti Singh and Shruti Joshi

Report from Indonesia

19

3. Promoting Literacy, Awareness and Willingness to Act on Climate Change

19

Ari Widodo, Eko Hariyono, Rini Solihat and Eliyawati

Report from Japan
4. Promoting Climate Change Education for Pre-service and In-service Teacher

25
25

Training Collaboration with Local School Networks
Tomonori Ichinose

5. Fostering Future Thinking using Climate Action Simulation

32

K. F. Ardh and Hiroki Fujii

Report from Kazakhstan

39

6. Promoting Teacher Education for Climate Change Education at Abai Kazakh

39

National Padagogical University
Kulyash Kaimuldinova, Makhabbat Amanbayeva, Nurzhanat Shakirova,
Karlygash Muzdybayeva and Adelya Zhanatova

Report from Malaysia

56

7. The Effect of the Lechadiss Technique on Climate Change Content Knowledge

56

among Preservice Teachers
Nooraida Yakob, Munirah Ghazali, Nidhoil Mohamed Ibrahim, Tengku Shahrom andTengku Shahdan

8. The Effect of STEM-PBL on Students' Knowledge and Awareness on

64

Climate Change
Munirah Ghazali, Rabiatul-Adawiah Ahmad Rashid, Nooraida Yaakub, Wahyu andRo’azeah Md Napeah

1 | ATECCE PROJECT INTERIM REPORT

Report from Mongolia

72

9. Analysis for Climate Change Education into Teacher Education Curricula

72

Uuriintuya Dembereldorj, Dulguun Jagalsaikhan, Batchuluun Yembuu, Lkhagvasuren
Munkhtuya, Amartuvshin Deleg, Oyunbileg Dorjsure and Davaadorj Davaasuren

Report from the Philippines

76

10. Climate Change Disasters and Education for Sustainable Development:

76

Modules for the Teachers
Amor Q. de Torres

11. Climate Change Education in the Cordillera Administrative Region

84

Felina P. Espique

12. Promotion of Climate Change Education among Centres of Excellence and95

Development in Teacher Education in the Visayas Region: Challenges andEnablers
Jestoni P. Babia, Benedict Al-Candia, Rex Villavelez, Sondrew Baya and Leo G. Alaras

Closing

105

ATECCE Project Members

106

2 | ATECCE PROJECT INTERIM REPORTForewords
This
international joint research will focus on climate change in relation to all of sustainability
Content

issues, and will develop the “Asian Framework of Teacher Education Programme for Climate
Change Education” and a guide for its dissemination through the collaboration of Asian
centres of excellence on Education for Sustainable Development. This research is built on aprior project on school education programmes for climate change education, jointly carriedout by Japanese researchers and co-researchers in Asian countries under the support of theJapan Society for the Promotion of Science (JSPS) Grants-in-Aid for Scientific Research (FY
2018-2020). The research identified the competency requirements of teachers who
implement the climate change education programmes and it was found that thecompetencies can be fully utilized for the development of teacher education programmes forclimate change education.
Furthermore, through the JSPS Core-to-Core Programme (FY 2017-2019) and Japanese
Official Development Assistance (ODA) Grants for UNESCO Activities (FY 2018-2019)organized by the team members of this research, several teacher education institutions in
Asian countries have grown as centres of excellence on ESD (See http://ceteesd.ed.okayamau.ac.jp/). They are ready to develop teacher education programmes for climate change
education. Through these research projects, the numbers of young researchers who will be
key figures in the next generation, are growing in each centre of excellence, allowing researchteams to play a central role in programme development in this field.
Hiroki Fujii
Research Coordinator
Director, Okayama University ESD Promotion Centre at
UNESCO Chair on Research and Education for Sustainable Devleopment

Acknowledgement
The
substantial contributions made by project members during the first half of this projectContent

to promote teacher education for climate change education in the Asia region are greatly
appreciated. The members of the project hail from nine Asian nations, including China, India,
Indonesia, Japan, Kazakhstan, Malaysia, Mongolia, the Philippines and Thailand. The faculty
members of the UNESCO chair at Okayama University also deserve our appreciation for theirconsistent project management and guidance for the network’s future development. Lastly,
we would like to express our gratitude to Asia-Pacific Cultural Centre for UNESCO (ACCU),
UNESCO Bangkok, UNESCO Beijing and Japan Society for the Promotion of Science (JSPS)“Fund for the Promotion of Joint International Research” (20KK0047) for their generous
support.

3 | ATECCE PROJECT INTERIM REPORTResearch Plan
PromotingContent Teacher Education for Climate Change Education
through Collaboration between Asian Centres of Excellence on
Education for Sustainable Development (ATECCE)
Hiroki Fujii
Okayama University, JapanOBJECTIVES
Upon the announcement of UNESCO's new ESD policy Education for Sustainable

Development: Towards achieving the SDGs (ESD for 2030) in November 2019, Japan is
expected to continue to demonstrate a leadership role in promoting ESD. This research will
embody such a leadership in teacher education, create a widely applicable framework forteacher education programmes through the collaboration in in nine Asian countries: China,
India, Indonesia, Japan, Kazakhstan, Malaysia, Mongolia, the Philippines and Thailand. (Fig. a)This research will not only present a framework of teacher education programmes forclimate change education, but also develop a guide for its effective dissemination. The
guide will be informed and disseminated to teacher education institutions in Asian
countries, UNESCO regional offices and/or national commissions for UNESCO and theMinistries of Education
Mongolian National University of
Education and National Universityof Mongolia, Mongolia
Abai Kazakh National Pedagogical
University, Kazakhstan
Asia-Pacific ESD Institute, China

Centre for Environment Education, India

Chulalongkorn University, Thailand

AlBukhary International University,
International Islamic University Malaysia
and Universiti Sains Malaysia, Malaysia

Asia-Pacific Cultural Centre for UNESCO,
Miyagi University of Education andOkayama University, Japan

Creation and exchangeof research findings
Capitol University, Saint Louis University andUniversity of San Jose – Recoletos, the Philippines

Indonesia University of Education and
Surabaya State University, Indonesia

Fig.a Member institutions of the project

4 | ATECCE PROJECT INTERIM REPORTFig. b Asia-Pacific ESD Teacher Competency Framework(divisions of teacher education), for mainstreaming climate change education in the existingteacher education programmes.

METHODOLOGY
Review and systematizing teacher education programmes for climate change education(March 2021 to September 2021)
Based on the “Asia-Pacific ESD Teacher Competency Framework” (Fig. b) and school education
programmes of climate change education already developed by the research team, thecompetencies required for teachers to practice climate change education will be reviewed
and systematized through curriculum analysis, field work and workshops. Subsequently,
teacher education programmes to promote the competencies will be identified and adaptedat the centres of excellence in each country. Specifically, objectives, content, teaching
methods and evaluation methods of the programmes will be defined.
Implementation and Evaluation of the Developed Teacher Education Programmes for
Climate Change Education (October 2021 to September 2023)
The teacher education programmes will be implemented by participating institutions and alongitudinal survey and analysis of the process of promoting the competencies for pre- andin-service teachers as the programmes are undertaken.

5 | ATECCE PROJECT INTERIM REPORTDeveloping an “Asian Framework of Teacher Education Programmes for Climate
Change Education” and its Dissemination Guide (October 2023 to March 2024)
The programmes will be evaluated in terms of content, process and effectiveness and theresults will be summarized, which will be compiled as an ”Asian Framework of Teacher
Education Programmes for Climate Change Education” for adoption by teacher education
institutions in Asia. At that time, the framework will be externally evaluated by researchers at
ESD-related research and education centres in Europe, North America and other countries to
examine its international applicability.
Furthermore, a guide for the effective dissemination of the framework will be created. Inorder to contribute to the programme development of many teacher education institutionsin Asia, the experience of programme development at centres of excellence in each country
as well as its merits and values will be specifically incorporated in the guide. The guide will
be informed and disseminated to teacher education institutions in Asian countries, UNESCO
regional offices and/or national commissions for UNESCO and the Ministries of Education(divisions of teacher education) that have collaborated with the research team, and willcontribute to the wide spread of teacher education for climate change education in Asia.
Developing an “Asian Framework of Teacher Education Programme for CCE”
In the basic design of the programme, what is required for teachers practicing climatechange education, in particular competencies, will be reviewed, identified and adapted basedon the existing ESD teacher education competencies. Utilizing these competencies, theresearchers will develop, implement and evaluate the programmes at each teacher education
institution. At that time, participating institutions and researchers will collaboratively conduct
field surveys, participatory observations and workshops to enhance the quality of the
programmes. In creating the Asian framework of the programme, they will integrate theresults of programme development and prepare basic data for creating the framework. Finally,
they will examine the structure and contents of the framework and complete it.
Developing a Dissemination Guide for an “Asian Framework of Teacher Education
Programme for CCE”
In the basic design of the guide, the research team will synthesize main project findings andoutcomes as key components for the dissemination of the framework at three levels(institutional, national and international). They will create a guide based on the key
components, incorporating the experiences, merits and values of their own programme
development. This incorporation will contribute to the programme development of manyteacher education institutions in Asia. In order to disseminate the guide, the researchers will
inform teacher education institutions in their own countries, UNESCO regional offices and/or
national commissions for UNESCO and the Ministries of Education (divisions of teacher
education).

6 | ATECCE PROJECT INTERIM REPORT

Report from China
1.Content
The Research and Practice on CCE Teacher Education of Chinese
National Working Committee for UNESCO on ESD (CNWCESD)
Gendong Shi, Jing Zhang and Juan Zhou
Asia-Pacific Institute for ESD and Chinese National Working Committee for UNESCO on ESD(CNWCESD), China

ABSTRACTAt present, climate change is the most urgent problem facing all mankind. The task of
educational practitioners is to arouse their attention to climate change issues through climatechange education for students and teachers, and take actively actions to response to anddeal with climate change problems at the same time. The research of CCE teacher educationin Asia led by Professor Fujii from Okayama University provides an opportunity for CCE
teacher education to participate in international exchanges and widely disseminates theconcept of climate change education in Asia area. It has set off a climax of climate change
education in the region and led many institutions and universities to participate in climatechange education. The research and practical activities of teacher education for climatechange education carried out by our institution are part of the research project “Promoting
Teacher Education for Climate Change Education through Collaboration between AsianCentres of Excellence for Education for Sustainable Development.”
We participated in Professor Fujii's questionnaire survey on in-service teachers. The
questionnaire gives the feedback of climate change knowledge, ability and action among inservice teachers, and reflects the urgency of carrying out climate change education among
teachers. Then we developed the core literacy of climate change education, and carried out
the training activities of climate change education for front-line teachers from theperspectives of ecological civilization and double carbon and etc. After the several rounds ofteachers’ training, we evaluate the teacher training through teaching cases competition.
Schools with large-scale activities on climate change education will be awarded the title of
Education for Ecological Civilization (EEC) and Sustainable Development demonstration
school. The collection of climate change education cases is ongoing.
Keywords: climate change education, teacher education

1.1 INTRODUCTION
1.1.1 International BackgroundIn 2021, the 26th conference of the parties to the United Nations Framework Convention on
climate change (COP26) was held in Glasgow, England, and many countries committed to

7 | ATECCE PROJECT INTERIM REPORT

carry out climate change education. Okayama university shouldered the international
responsibilities and led the international research on CCE teacher education.
1.1.2 Domestic Background
In order to solve the problems arising from the destruction of resources, environment andecology in the process of economic development and coordinate the harmonious
development of man and nature, China creatively put forward the national strategy of
ecological civilization construction, promote green development and build a beautiful China.
Ecological Civilization Thought of Xi points out that “Work together to build global ecologicalcivilization, participate in global environmental governance in depth, form solutions for world
environmental protection and sustainable development, and guide international cooperationin addressing climate change " (Xi, 2018).
1.1.3 Basic Policy
Deployment of the CPC Central Committee and the State Council are carrying out Education
for Ecological Civilization. The Opinions of the CPC Central Committee and the State Council

on accelerating the construction of ecological civilization issued by the State Council pointed
out: Take Education for Ecological Civilization as an important part of quality education andbring it into the national education system and officials’ education and training system; takeecological culture as an important part of the construction of modern public cultural service
system; tap excellent traditional ecological culture ideas and resources; create a number ofcultural works; and create a number of educational bases to meet the needs of the broad
masses of the people for ecological culture. Widely mobilize the whole people to participate
in the construction of ecological civilization through typical demonstration, exhibition andpost creation (The State Council, 2015).

The 13th five-year plan for the development of national education emphasized the needthat strengthen the education for ecological civilization, integrate the concept of ecologicalcivilization into the whole process of education, encourage schools to develop courses related
to ecological civilization, strengthen the education of national and world conditions in termsof resources and environment, and popularize laws, regulations and scientific knowledge of
ecological civilization. We will extensively carry out ESD, deepen education on water,electricity and food conservation, guide students to practice strict economy and oppose
waste, establish the awareness of ecological civilization of respecting nature, conforming tonature and protecting nature, form the concept, knowledge and ability of sustainable
development, practice a diligent, frugal, green, low-carbon, civilized and healthy lifestyle, andlead the green fashion of society (The State Council, 2017). In the speech of Zheng Fuzhi, vice
Minister of Education, at the 3rd World ESD Conference, he said that focusing on Education
for Ecological Civilization in China will integrate ESD into the national plan of education
development.

8 | ATECCE PROJECT INTERIM REPORT1.2 THE RESEARCH AND PRACTICE OF CCE TEACHER EDUCATIONAs China's ecological civilization construction has entered a critical period focusing oncarbon reduction, Education for Ecological Civilization is also focusing on the "double carbon"
goal and playing a greater role in coping with climate change. Education is an important force
to effectively respond to climate change and help achieve the "double carbon" goal. Therefore,
under the current situation, climate change education is the main part of our ecologicalcivilization education.
1.2.1 Questionnaire Investigation
Using the questionnaire designed by Professor Fujii, a questionnaire on climate change
education was launched for some in-service teachers in Haidian District, Beijing. The teachers
are 100 in-service teachers of various disciplines in primary and secondary schools in Haidian
District. Haidian District is one of the most developed areas in Beijing on education. The
questionnaire shows that teachers have rich knowledge of climate change and can recognize
the ongoing climate change. But they did not realize the urgency of climate change education,
so they did not act in teaching activities and their own activities. The survey shows that only
teachers of individual disciplines will consciously infiltrate climate change education inteaching, which also shows the urgency of carrying out climate change teacher education.
1.2.2 Organizing Experts to Study the Core Literacy Framework of CCE
Summing up and refining the core literacy framework of climate change education can solve
the category problems in curriculum design and teaching design, and it is an important linkin carrying out climate change education. Fig.1.1 displaying the research results of Dr. Shi
Gendong, Wang Qiaoling and Zhang Jing.
1.2.3 Organizing Experts to Compile the Labor and Social Practice Activities Courses
In order to make climate change education get better implementation in the classroom, weorganized experts to compile the labor and social practice activities courses. Dominated byeducation for ecological civilization, the courses are integrating climate change education
into the specific life. Many activities related to climate change are designed. These activities
focus on how to understand climate warming occurs for the students, how to find the specificways to reduce carbon emissions, and how to response to ecological disasters. Labor andsocial practice activities designed in the courses facing the needs of ecological civilization
construction must be the combination of labor and various practical activities at the campus,
family and social levels, starting from the actual and future needs of coping with ecologicaldisasters and building ecological civilization, and aiming at cultivating teenagers’ ecologicalcivilization and sustainable development literacy.

9 | ATECCE PROJECT INTERIM REPORTCapacity
dimension
Learning ability

Adaptability

Concrete content
The learner should know the relevant basic concept and knowledge aboutclimate, understand the characteristics of global climate system and climate
distribution of their own country, and understand climate related knowledge,
such as green-house effect, carbon emission and extreme weather.
Actively response to climate change, flexible use the relevance between climate
and people’s life and production, predict and prevent disastrous weather andextreme weather in advance, and master the capacity to deal with the issues insubsequent life and production under different weather conditions.

Scientificevaluation ability

Rationally judge and effectively disseminate the correct information on climatechange, reflect on their role in climate change, and take appropriate actions toimprove the climate.

Innovation ability

Be good at discovering problems related to climate change and conduct
experimental exploration through investigation or model-making.

Self-awarenessabilitySocial-service
ability

Raise awareness of climate protection, regulate their own behaviors, engage inclimate action.
Utilizing climate knowledge what they learned and practical action, serve andmobilize public to real engage in the climate action.
Fig. 1.1 Core literacy framework of climate change education

1.2.4 Carrying Out Teachers Training of Theoretical Learning on Climate Change
Education
Our institute organized the front line teachers to study a series of UENSCO and Chinese
government documents related to SDG13 and the documents on how to understand the
double carbon. We invited the experts from Chinese Academy of Social Sciences, etc, in thefield of climate change to give lectures. Due to the impact of the pandemic, these meetings
are currently held online. The pandemic has had a certain impact on the current work. There
will be less interactive links in the learning process. These practical courses are mostly in theform of school-based courses. Mainly based on the actual situation of students and teachers
in the local region, designed specific activities for students to participate. Some of these
activities can be completed in the classroom, and some need to be completed outdoors. The
implementation of the curriculum requires the approval of school leaders. Therefore, theteacher training of climate change education needs to involve more principals to drive theschool's climate change education. In order to mobilize the enthusiasm of principals, forschools with high participation and well-designed activities, which will be given EECESD
experimental schools or EECESD demonstration schools depends on the degree of meet thestandards designed for this purpose.

1.3 EVALUATION AND MONITORING OF CCE TEACHER EDUCATIONThe evaluation and monitoring of CCE teacher education is achieved through the evaluationof the implementation of climate change education activities to schools and the

10 | ATECCE PROJECT INTERIM REPORT

implementation of climate change education courses to teachers.
1.3.1 The Evaluation on School
The evaluation on schools is the effective way to assist teachers to conduct climate change
education and achieve expected results.
Guideline of the High-quality Schools’ Construction on Education for Ecological
Civilization
High quality EECESD school construction needs to meet the following aspects: Creating
experimental schools and demonstration schools of Education for Ecological Civilization
schools; cultivating teenagers’ Ecological Civilization – sustainable development literacy;
constructing Education for Ecological Civilization-Sustainable Development curriculum;
conducting practical research on sustainable learning class; organizing labor and social
practice activities guiding by Education for Ecological Civilization; creating ecological smart
and sustainable schools; and improving teachers’ professional development level on
Education for Ecological Civilization and Sustainable Development.
How to Create Demonstration Schools of Education for Ecological Civilization
Establish the leading concept of school education in promoting Education for Ecological
Civilization – Sustainable Development. Design the curriculum system with “learning
sustainable development” and “moving towards ecological civilization” as the main line.
Sustainable learning classroom + sustainable project learning has become a normal teachinglearning method. Teachers and students generally practice sustainable lifestyles. It has
become a common practice for young people to participate in the construction of an
ecological and civilized society, create an ecological smart campus and become a local
demonstration base for energy conservation, emission reduction and carbon reduction.
Create Routes of Demonstration Schools on Education for Ecological Civilization
The guarantee of carrying out ecological civilization education in depth from the perspectiveof schools as follows: theoretical study on Education for Ecological Civilization andSustainable Development for school leaders; under the guidance of ecological civilization
education, sort out the school running concept and write it into the school running plan;collectively formulate the characteristic curriculum system of “ecological civilization +” and“education for sustainable development +;” prepare and implement the syllabus ofsustainable learning classroom and ecological civilization project learning according to thediscipline (or discipline combination); implement sustainable lifestyles in a planned andorganized way and carry out scientific and technological innovation activities for youth inenergy conservation, carbon reduction and emission reduction; and construct “ecologicalsmart and sustainable schools” step by step.

11 | ATECCE PROJECT INTERIM REPORT1.3.2 The Evaluation on Teachers
Teachers are the main body of curriculum implementation on climate change education.
Their daily teaching work is relatively heavy. How to mobilize their enthusiasm to participate
in activities is also what we have been trying to do. From the perspective of teachers'
professional development, help them grow in the secondary direction. In order to motivateand evaluate their teaching activities, we usually reward their classroom teaching or teachingplans by organizing competitions among teachers. We will show excellent cases of climatechange education regularly. The situation of climate change is becoming more and more
serious, and climate change education is becoming more and more urgent. Climate change
education should be paid more attention in the whole society. More and more people should
be mobilized to act on climate change. This is also our common social responsibility.

REFERENCESThe State Council. (2015). Opinions of the CPC Central Committee and the State Council on

accelerating the construction of ecological civilization.
http://www.gov.cn/xinwen/2015-05/05/content_2857363.htm?from=androidqq.
The State Council. (2017). The 13th five years plan for the development of national education.
http://www.gov.cn/zhengce/content/2017-01/19.
Xi Jinping (2018). Xi Jinping’s speech at National Conference on Ecological Environment
Protection.
https://www.mee.gov.cn/home/ztbd/gzhy/qgsthjbhdh/qgdh_tt/201807/t20180713_44660
5.shtml.

12 | ATECCE PROJECT INTERIM REPORT

Report from India
2.Content
Evaluation of the Teachers’ Education Landscape for
Climate Change Education in India
Srishti Singh and Shruti Joshi
Centre for Environment Education, India

ABSTRACTThe research report seeks to develop an understanding based on the existing literature of
how climate change education is represented in the environment and education policies ofIndia as well as how climate change policies in India prioritize education. We attempt tocapture the expansion of environmental education by considering practice, policy andresearch developments throughout the various contemporary and environmental education
movements in India, with an emphasis on the Centre for Environment Education’s role as aCentre of Excellence. Additionally, the report investigates the resources and training
programmes available for teachers to elevate climate change pedagogy. Apart from providing
an overview of the available literature, it delves deeper into the teacher education landscapeby sharing the reflections of the consultations conducted with teachers, educators and ESD
experts to understand teachers’ perspectives on climate change education in India. Lastly, thereport outlines the key challenges faced and shared by the teachers to impart climate change
education. In doing so, we identify a theory-practice gap amongst teachers and a dire needof implementing climate change education in India. In conclusion, we discuss possible future
directions to help teachers upgrade climate change pedagogy as a Centre of Excellence on
Environmental Education in India and Education for Sustainable Development globally.
Keywords: climate change education, teacher education, climate change pedagogy, policy
analysis, teachers consultation, environmental education, education for sustainable
development (ESD), centre of excellence.

2.1 INTRODUCTION
Understanding the complex workings of the climate system and predicting the responses toincreased emissions makes climate science a difficult subject to decipher for many. Younger
generations, by virtue of their age, are the most vulnerable to the ongoing impacts of theclimate crisis. Conversely, they can become the agents of change by adopting behaviouralchange through sustainable choices and creating a significant impact on the climate crisis. It
is imperative that today’s youth is empowered to act against climate change, which needs tobe reflected in the education provided to them.
Thus, educating young populations on climate change, especially through the integration ofclimate curriculum in mainstream education and via supporting informal learning
13 | ATECCE PROJECT INTERIM REPORTmechanisms is significant in fighting the negative impacts of climate change. While awarenessof younger generations is crucial to addressing the climate crisis, climate change education
fundamentally relies on how it is taught in various settings. The concept, pedagogy andapproach through which climate education is integrated, mainly in the formal education
system, is key for the large-scale adaptation of climate change curriculum.
The role of teachers is, thus, paramount. Teachers are one of the most influential andpowerful forces for equity, access and quality in education and hold the key to sustainableglobal development (UNESCO, 2021). Furthermore, in order to make a younger generation
cognizant of socio-scientific issues, teachers must have a deeper understanding of science tohelp navigate the assumptions, potential reasoning patterns, and moral developments heldby students (Sadler et al., 2004).
The research study, “Evaluating teachers education landscape for climate change educationin India” is being undertaken by the Centre for Environment Education (CEE) on a national
level, under the aegis of the collaboration between Asian Centres of Excellence on ESD as
part of the overall research project. It aims to assess the present scenario of climate change
education in India from a teacher’s perspective by drawing upon observations made byanalysis of existing documentation and policies as well as communicating with teachers fromall over the country to understand the conceptual gaps and hindrances faced to effectively
teach climate change to students. Appropriate recommendations with suggestive
mechanisms to empower teachers to effectively teach climate action education are discussed.
The research project intends to chart out resources and capacity-building needs for teachers
on climate change education in order to effectively teach climate change concepts in theformal education sphere.
Empowering teachers with the correct pedagogical knowledge of climate change will help
shape the narrative of an entire generation who will face (and are facing) the consequencesof climate change in the future. The rationale behind this study was to conduct a situational
analysis to identify the state of climate pedagogy for teachers from a science, policy andpractice perspective. Hence, the key research questions developed for this research study are
as follows:
1. To what extent is the current educational landscape favourable for teaching climatechange education in India for teachers?
2. What is the mechanism and policy framework required to effectively equip teachers in
imparting climate change pedagogy?
3. What are the gaps and capacity-building opportunities to facilitate mainstream climatechange education?
One of the aims of this research is also to identify specific areas of intervention on climatechange for teachers in India, and as a Centre of Excellence, to design customized educational
resources and training programmes to deliver theoretical as well as action-based resources
based on the outcomes of the study.

14 | ATECCE PROJECT INTERIM REPORT2.2 METHODOLOGYThis research study aims to review and analyze the scope of climate change education inteacher education programmes in India from a multidimensional perspective. The
methodology of this research study was developed based on the “Asia-Pacific ESD Teacher
Competency Framework” and a combination of primary and secondary research methods.
Adopting this methodology will help reveal the present scenario of climate change education
in formal education which will contribute to developing a framework for teachers in the laterstages of the research. An action plan was proposed with an eight-month timeline to conduct
the research study at the commencement of the first phase of the research project. The
methodology of this study involved four components.
Landscape Analysis
The initial stages of the research study included conducting a comprehensive landscapeanalysis of the state of environmental education and assessing the inclusion of climate change
concepts in the formal education domain at a national level.
Policy and Resource MappingThis was followed by mapping the national policies around climate change education forteachers and reviewing the existing climate change curriculum and resources for teachers’
education in the country. This qualitative research was undertaken by conducting desk-based
research of extensive secondary data available in the public domain.
Teachers’ Consultations on Climate Change
To further draw upon the findings of the desk research, four Focus Group Discussions (FGDs)
in the form of online consultations were conducted in the month of November 2021. To
ensure maximum representation at a national level, the consultations were conducted in
English and three Indian regional languages namely, Hindi, Gujarati, and Bangla. More than
50 teachers attended these consultations with representatives from over 6 Indian states.
Additional inputs from teachers were also collected by the electronic circulation of a Google
Form containing the questionnaire to all registered participants (teachers) post consultation.
Forum on State of Climate Change Education for Teachers in India-Preliminary
Reflections
The initial findings from the Focus Group Discussions (FGDs) were discussed in an online
forum discussion organized in December 2021 which included multiple participants such as
in-house and external ESD experts, research team and selected teachers from FGDs.
Recommendations from this discussion were included in the final research report.

2.3 RESULTS AND DISCUSSION
Based on the findings of the primary and secondary research, it was apparent that a lot ofinterest and effort has been devoted to making environmental education mandatory and

15 | ATECCE PROJECT INTERIM REPORT

mainstream in the Indian formal education system. However, the same cannot be said about
the evolution of formal climate change education in India. The New Education Policy, 2020
has put forth ambitious objectives for spreading climate change education to make theupcoming generation climate-resilient. The challenges that India might face in executing
climate change education in the coming years can be clearly indicated by the strengths andweaknesses arising from the secondary data analysis.
The scope for climate change education has not been critically defined thus far. There is aneed for a deeper understanding and implementation of Education for Sustainable
Development (ESD) and climate change education to achieve the SDG target of Quality
Education by 2030 (Tikly et al., 2020). Climate change is still a peripheral topic in botheducational research and practice and is mostly restricted to science education (UNESCO,2012).
Responses from the online teachers’ consultation revealed that environmental education ismore ornamental in the application, limited to the syllabus coupled with tree plantation andcleanliness drives, competitions, etc, and not taught in an interdisciplinary manner. It is left
to the teachers’ initiative and the schools’ own interest where environmental education gets
into action. Teachers feel the need for space, knowledge and enhancement of skills for
effective environmental education. While the urgency of climate change is understood on apolicy level, there is a lack of clear articulation of the scope, processes and implications ofclimate change education. Implementation of climate change education is hindered due tofactors such as poor infrastructure facilities in schools, teacher-student ratio, rigid syllabi, time
constraints, etc. as observed in the consultations and also in the report published by theTransforming Education for Sustainable Futures project (Tikly et al., 2020). There is a great
scope for the incorporation of regional and target-specific themes in climate change
education to connect people and encourage them in engaging in environmental education
processes, as the textbooks are developed at the level of state government. However, thecycle of curriculum reform occurs every 4 to 5 years, contributing to a lack of monitoring,evaluation and revision of environmental education content that makes it less contemporary(NITI Aayog, 2021).
While assessing the inclusion of climate education in the formal curriculum, it was observedthat environmental education is made compulsory across all levels of the school system.
Additionally, as formal education in India is imparted through English and varied regional
languages, there is a scope for variation in theoretical concepts when translated which could
result in inconsistencies. This was specifically flagged by the teachers who participated in the
consultations.
Lastly, there is a dire need for acknowledgment of students and teachers as important
stakeholders as well as increased participation by the community, NGOs, corporate sector
and other academic institutions for the proper utilization of such entities in promoting climatechange education.
The increased gravity of the climate urgency has put the spotlight on the state ofenvironmental education and climate change curriculum in India where there is massive
16 | ATECCE PROJECT INTERIM REPORT

scope for rejuvenating climate change education and bringing it into the mainstream. Climatechange education is not a separate subject but is practiced only through cross-curriculum
methods (Scoffham, 2000). Teachers receive inadequate knowledge and skills in infusing
theoretical knowledge of climate change into their students. After analyzing the responses
from teachers during the consultations, the prominent factors highlighted were lack ofqualified teachers, diversity of the nation, archaic pedagogical methods, institutional pressure
and lack of training and resources which has resulted in a deficient climate change pedagogy
in the country.
The full report is now published on our website and could be visited/downloaded from here.

2.4 NEXT STEPSClimate change education has been conducting extensive training programmes and has
developed educational materials with a network of 200,000+ educational institutes acrossIndia. The materials mostly focus on the issues of environment, leadership development,
waste management, plastic pollution, biodiversity, water conservation etc.
As the next phases of the project, we intend to focus on the development of specialized
climate change modules, based on the findings of the study report and inputs from teachers
to close the climate education gaps observed in the study report. The modules will be
incremental in nature based on the participants (grade, language, geographical locations,taught disciplines, etc.). In partnership with our existing Youth and School Programmes
Division, we would like to institutionalize climate change training as part of our organizationalmodel to make teachers well-versed with the key climate concepts and support them inundertaking projects as well as activities for children in schools to enhance climate action.
We would like to develop two climate change modules for teachers in the next two years:
Basic and Advanced. The basic module will focus on key climate change concepts that would
be disseminated to teachers across all disciplines, while the advanced module will focus on
climate change in depth, and will be disseminated to teachers teaching science, geography
and allied disciplines. Pilot training of both the modules will also be conducted during the
project period.
Additionally, a note to reflect upon the competencies of climate change pedagogy would
also be developed based on the training experiences and feedback from teachers.
A tentative timeline for the same is as follows:
June 2022 - Dec 2022
Develop basic module for teachers across all disciplines.
January 2023 - March 2023
Dissemination of the basic module by conducting one regional in-person training.
Apr 2023 - Dec 2023
Develop advanced module for teachers teaching science and allied disciplines anddisseminate it by conducting a national online training.
Jan 2024 - Mar 2024

17 | ATECCE PROJECT INTERIM REPORTDevelop a note of 2-3 pages to reflect on the increased key competencies of teachers inclimate change pedagogy as part of the project.

REFERENCESNITI Aayog. (2021). SDG INDIA.
https://www.niti.gov.in/writereaddata/files/SDG_3.0_Final_04.03.2021_Web_Spreads.pdf
Sadler, T. D., Chambers, F. W., & Zeidler, D. L. (2004). Student conceptualizations of the natureof science in response to a socioscientific issue. International Journal of Science Education,

26(4), 387-409.
Scoffham, E., & Marat-Mendes, T. (2000). The ground rules of sustainable urban form.

Achieving Sustainable Urban Form, 97-106.
Tikly, L., Batra, P., Duporge, V., Facer, K., Herring, E., Lotz-Sisitka, H., McGrath, S., Mitchell, R.,
Sprague, T., & Wals, A. (2020). Transforming education for sustainable futures foundations

paper. Bristol: TESF.
UNESCO. (2021). Getting every school climate-ready: How countries are integrating climatechange issues in education. Paris: UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000379591
UNESCO Bangkok. (2012). Education sector responses to climate change: Background paperwith international examples. Bangkok: UNESCO Bangkok.
https://unesdoc.unesco.org/ark:/48223/pf0000215305

18 | ATECCE PROJECT INTERIM REPORT

Report from Indonesia
3.Content
Promoting Literacy, Awareness and Willingness to Act on
Climate Change
Ari Widodo1), Eko Hariyono2), Rini Solihat1) and Eliyawati1)
1) Universitas Pendidikan Indonesia, Indonesia
2) Universitas Negeri Surabaya, Indonesia

ABSTRACT
School plays a central role in educating people about the danger of climate change to ourlife. Educating the younger generation can be a key for a more sustainable community
involvement in the future. Promoting students’ literacy and awareness of climate change arecertainly the bases for building their willingness to act on controlling climate change.
Students’ literacy, awareness and willingness to act are certainly influenced by the quality ofteaching and learning delivered by the teachers. Therefore, teachers’ competencies andteaching strategy are two areas that need to be improved. This project focuses on the twoareas, namely promoting teachers’ competencies and exploring suitable teaching strategies.
Since climate change is usually integrated into science lessons and no teacher is deliberately
prepared to teach it, this project starts by constructing a standard of science teacher
competencies to teach ESD. The standard is very important as a reference for both pre-service
and in-service teacher training. For the second area, this project explores a variety of teachingstrategies that may be effective in promoting students’ literacy, awareness and willingness toact on climate change. Due to the pandemic, the teaching strategies were largely digital andcomputer-based, such as computer modeling, virtual learning and future workshops. It seems
that such strategies can promote students’ literacy but they fail to raise students’ awareness.
Experiential learning by observing changes of coast line and observing changes of the local
climate were also explored but they do not give significant contribution to students’awareness and willingness to act. The project will continue to work on developing effective
teaching strategies, especially towards teaching strategies that require students to have direct
experience and involvement in efforts to combat climate change.
Keywords: climate change literacy, climate change awareness, teaching strategies, teacher
competencies. willingness to act

3.1 INTRODUCTION
Climate change has been a concern of countries around the globe. There are plenty ofevidence that the climate of our planet has changed, e.g. changes of the global temperature,
the decline of mountain glaciers and the reduction of polar ice (Thompson & Kuo, 2012) andthat such a change affects our life. As an archipelagic and agricultural country, the effect of

19 | ATECCE PROJECT INTERIM REPORT

climate change on Indonesia is very obvious such as extreme drought, rob flood andchanging of the coastal line. Reports on the effect of climate change also show that climatechange affects crop production (Gonzalez, 2015) that farmers need to be prepared for thechanging situation (Gnanasubramaniam & Hemachandra, 2020). Although no data isavailable about Indonesian beliefs about climate change, it seems that people tend to believethat the disasters are caused by nature instead of due to human actions (Arbuckle et al., 2015).
People’s lack of understanding could be the root of their limited awareness and participationin programmes to reduce the effect of climate change (Halady & Rao, 2010; Vainio &Paloniemi, 2011). Therefore it is necessary to raise people understanding and belief aboutclimate change in order to promote their willingness to act (Vukeli´c et al., 2022).
As acknowledged by UNESCO (2012), education plays very important roles in promoting
people’s understanding, awareness and willingness to act on climate change. Education is not
limited to formal education in all its forms (curricular and extracurricular) but also informal
education. A review on government policy (Læssøe & Mochizuki, 2015) shows that climate
education still needs improvement. Since teachers are the key in climate change education,
preparing teachers’ competencies should be a central concern both in pre-service and inservice teacher education programmes. As reported (Tibola da Rocha et al., 2020), teachers
have difficulties in understanding and implementing climate change education in the class.
This programme aims to promote people’s literacy, awareness and willingness to act on
climate change. Unlike the existing programmes on climate change education, thisprogramme attempts to be more comprehensive by addressing both formal and informal
education. The formal education covers teacher education and the implementation of climatechange teaching at schools while the informal education covers community awarenessprogrammes. This programme also develops a framework of teacher competencies and an
instrument to assess the competencies.

3.2 METHODOLOGY
As mentioned earlier, the programmes aim to promote understanding, awareness andwillingness to act on climate change. Four different areas were covered, namely teachers,
students, schools and communities (Fig. 3.1). Teachers are key people for the implementationof climate change education in schools. However, no teachers are actually prepared to teachclimate change education. Since climate change is usually integrated into science lessons,this project attempts to construct a standard of science teacher competencies to teach
Education for Sustainable Development (ESD). The standard is needed as a reference for bothpre-service and in-service teacher training. For the second area, this project explores a variety
of teaching strategies that may be effective in promoting students’ literacy, awareness andwillingness to act on climate change. For the third area, the programme tried to infuse climatechange education in the existing environmentally friendly schools. The programme is still at
the preparation stage. Finally for the fourth area, community awareness programmes wereconducted and a website was constructed.

20 | ATECCE PROJECT INTERIM REPORTFig. 3.1 The outline of the programme

3.3 RESULTS AND DISCUSSION
3.3.1 Developing a Framework of Science Teacher Competencies to Teach ESD
In the school curriculum climate change is one of the science topics. Therefore, climatechange is taught by science teachers. Integrating climate change into science is at the one
hand helping students to understand the phenomena but at the other hand it sacrifices thetrue nature of climate change education as action oriented education. Science teachers
traditionally viewed climate change as a science phenomenon and the objective of the lesson
is to promote students’ understanding of the phenomenon. Since school science istraditionally content mastery-oriented a shift in teachers’ teaching paradigm is needed.
Science teachers should be able to teach climate change not only as a science content but
also as awareness raising and action-oriented topics. Science teachers that are able to teachclimate change need to have not only science teacher competencies but also ESD teacherscompetencies. A synthesis of standard for science teacher competencies (e.g., Morrell et al.,2020; Australian Institute for Teaching and School Leadership, 2011) and standard of ESD teachers(Okayama University ESD Promotion Centre, 2020) was done and a framework for scienceteachers competencies to teach ESD was formulated.
The final science teacher competencies standard to teach ESD consist of six standards, i.e.
(1) The competencies to master ESD content and integrate ESD content into science concepts;(2) The competencies to implement inquiry lessons on ESD issues; (3) The competencies in
professional practice especially in applying learning techniques for science that incorporate
ESD; (4) The competencies in assessing students learning that are not only limited tounderstanding of the content; (5) The competencies in participating in professional
development to become an agent of change in promoting ESD-based science learning; and21 | ATECCE PROJECT INTERIM REPORT

(6) The competencies in responding to social, economic and environmental changes to realize
ESD learning in a community. The framework will be further validated and used as a reference
for preparing science teachers to teach climate change. In addition, an instrument to assessteachers’ performance on the framework was also developed and has been validated.
3.3.2 Promoting Students’ Literacy, Awareness and Willingness to Act on Climate Change
A variety of teaching strategies that could possibly improve students’ literacy, awareness andwillingness to act on climate change were explored. Due to the pandemic the teachingstrategies were largely focused on digital and computer-based teaching, such as computermodeling, virtual learning and future workshops, but some experiential learning were also
explored, such as observing changes and making documentary videos about the changes ofcoastal line. The results show that students’ literacy, awareness and willingness to act on
climate change are fairly low (x ≤ 60). It is also found that the teaching strategies were not so
effective as at the end of the instruction there is no statistically significant difference.
Modification and refinement are done to improve the teaching strategies especially for the
implementation in post pandemic situations.
3.3.3 The Infusion of Climate Change Awareness in Environmentally Friendly SchoolSome schools are declared as environmentally friendly schools by the government. The

criteria for such status covers the school environment and the school programme.
Hydroponic farming and passion fruit growing were introduced to a school. The two
programmes were designed as city farming techniques suitable for people who live in big
cities. It is expected that learning hydroponic farming could open up students’ ideas to makeuse of limited space in their houses and therefore contribute to the reduction of greenhousegasses. The passion fruit planting was introduced due to its pollination issue. Passion fruit
needs the help of human beings for pollination due to the absence of the natural pollinators.
It is an excellent case for the students to think of a solution to bring back the naturalpollinators.
3.3.4 Promoting Climate Change Awareness to Public Community
Two programmes were run to promote public awareness on climate change. The firstprogramme is educating the community about the effect of climate change on our life. Energy
consumption and energy saving strategies were introduced to raise people's awareness about
energy consumption and climate change. The use of solar cells were introduced as analternative energy source. A website was also developed to provide information about climatechange to broader communities.
The fact that the level of students’ literacy, awareness and willingness to act were fairly low
suggests that a lot of effort is needed to work on. Since understanding of climate change isthe base for awareness and willingness to act (Halady & Rao, 2010; Vainio & Paloniemi, 2011;
Kim et al., 2012), understanding of climate change should be given sufficient attention.
Although the teaching strategies were student-oriented, it seems that they failed to engage

22 | ATECCE PROJECT INTERIM REPORTstudents, as students’ engagement is very important for the success of climate change
education (Monroe et al., 2017). It seems teachers have difficulties to engage students inonline class setting. Moreover, the absence of direct experience seemed also affect students’learning.
Analysis of the effectiveness of the programme indicates that promoting literacy, awarenessand willingness to act require more than just teaching strategies that focus on climate change.
It seems that even when using climate change oriented teaching strategies the teachers did
not really change their old views of climate change as a science content. As a result theytended to focus on the scientific concepts of climate change instead of the impacts and theactions to reduce the impacts of climate change. This suggests that partial improvement ofteachers’ competencies is insufficient for teachers to implement climate change lessons. As
another study suggested, teaching climate change is very challenging and demands teachers
to master a variety of competencies (Favier et al., 2021). Our results also suggest that
explaining the teaching strategies is insufficient. Teachers need to improve all six areas ofcompetencies as identified in the framework prior to implementing the lessons.

3.4 NEXT STEPSThe upcoming programme will continue the current programme. In the first step, revisionand refinement will be conducted. Implementing the framework of teachers’ competencies,
both in pre-service and in-service teacher education, will be given a priority. The detailed
programme is as follows.
No
1

2
3

Activity
Improving teachers’ competencies
a. Training for in-service teachersb. Infusion of the framework into preservice teacher education
Exploring teaching strategies, especiallyfor face to face situations
Promoting public awareness on climatechangea. Improving website and social media
b. Promoting climate change to school
students

Time frame

Deliverable

Jul – Dec 2022
Sep 2022 – Jun 2023

Training materials
Book/learning materials forstudents
Teaching models, methods,
and media

Jan – Jun 2023

Sep 2022 – Jun 2023
Jan – Jun 2023

Website and social media
Promotion materials

REFERENCES
Arbuckle, J. G., Morton, L. W., & Hobbs, J. (2015). Understanding farmer perspectives on
climate change adaptation and mitigation: The roles of trust in sources of climate
information, climate change beliefs, and perceived risk. Environment and Behavior, 47(2),205-234. https://doi.org/10.1177/0013916513503832
Australian Institute for Teaching and School Leadership. (2011). Australian professional
standards for teachers. Melbourne: AITSL.
Favier, T., Gorp, B. V., Cyvin, J. B., & Cyvin, J. (2021). Learning to teach climate change: Students

23 | ATECCE PROJECT INTERIM REPORTin teacher training and their progression in pedagogical content knowledge. Journal of

Geography in Higher Education, 45(4), 594-620.
Gnanasubramaniam, S., & Hemachandra, D. (2020). Perception of climate change and farmers’
adaptation: An analysis for effective policy implementation. Asia-Pacific Journal of Rural

Development, 30(1-2), 27-54.
Gonzalez, R. B. (2015). Impacts of climate change on crop production in Bolivia and Peru: A
systematic review of evidence. Outlook on Agriculture, 44(2), 143-149.
Halady, I. R., & Rao, P. H. (2010). Does awareness to climate change lead to behavioral change?

International Journal of Climate Change Strategies and Management, 2(1), 6-22.
Kim, S., Jeong, S.-H., & Hwang, Y. (2012). Predictors of proenvironmental behaviors ofAmerican and Korean students: The application of the theory of reasoned action andprotection motivation theory. Science Communication, 35(2), 168 –188.
Læssøe, J., & Mochizuki, Y. (2015). Recent trends in national policy on education forsustainable development and climate change education. Journal of Education for
Sustainable Development, 9(1), 27–43.
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2017). Identifying effective
climate change education strategies: A systematic review of the research. Environmental

Education Research, 25(6), 791-812.
Morrell, P., Rogers, M. P., Pyle, E., Roehrig, G., & Veal, W. (2020). NSTA/ASTE Standards for

Science Teacher Preparation. https://static.nsta.org/pdfs/2020NSTAStandards.pdf
Okayama University ESD Promotion Centre. (2020). Guide for the effective dissemination of
the Asia-Pacific ESD Teacher Competency Framework. Okayama: Okayama University ESD
Promotion Centre. http://ceteesd.ed.okayama-u.ac.jp/pdf/200511.pdf
Secretariat of the United Nations Framework Convention on Climate Change. (2012). Climatechange education as an integral part of the United Nations Framework Convention on
Climate Change. Journal of Education for Sustainable Development, 6(2), 237–239.
Thompson, L. G., & Kuo, G. (2012). Climate change: The evidence and our options. World

Futures Review, 4(2), 114-122.
Tibola da Rocha, V., Brandli, L. L., & Kalil, R. M. L. (2020). Climate change education in school:
Knowledge, behavior and attitude. International Journal of Sustainability in Higher

Education, 21(4), 649-670.
Vainio, A., & Paloniemi, R. (2011). Does belief matter in climate change action? Public

Understanding of Science, 22(4), 382-395. https://doi.org/10.1177/0963662511410268
Vukeli´c, N., Ronˇcevi´c, N., & Toljan, S. (2022). Student teachers’ willingness to act in the
climate change context. Social Sciences, 11(47), 1-16.

24 | ATECCE PROJECT INTERIM REPORT

Report from Japan
4.Content
Promoting Climate Change Education for Pre-service andIn-service Teacher Training Collaboration with Local School
Networks
Tomonori Ichinose
Miyagi University of Education, Japan

ABSTRACT
Climate Change Education (CCE) has been developed according to the international
agreements – Article 6 of the United Nations Framework Convention on Climate Change(UNFCCC) since the Convention's text was adopted on May 9, 1992, Article 12 of the Paris
Agreement Conference of Parties to the United Nations Framework Convention on Climate
Change(COP) 20 in Lima, December 2014 and Doha Work Programme on Article 6 of theConvention including the final review in 2020. Under these agreements, significant initiatives
were undertaken locally and internationally. UN CC:Learn, UNESCO’s Getting Climate-Readyand OECD’s Global Teaching Insights – Climate Action, are the effective global initiatives whichsuggest the learning contents of CCE. The research question of this presentation is regarding
the learning contents of climate change education and research teachers’ recognition of it.
To answer this question, this research investigates in-service and pre-service teachers.
Consequently, teachers’ recognition of CCE mainly focused on litter, low waste, recycling,saving energy and green plant.
First, it can be said that these contents almost belong to behavioral learning dimension,
project base and does not tend to link to the cognitive learning dimension. Second, teachers’
recognition of CCE is limited. It does not refer to climate change and biodiversity, climatechange and health, climate change and gender issues which are mentioned in global
initiatives. Third, transformation caused by CCE is limited to individual transformation.
Especially, pre-service teachers will not focus on collaborating with and engaging the local
community. This trend is similar to incorporating Education for Sustainable Development(ESD) issues into pre-service teacher training. These conclusions will contribute towards thequality of climate change education for Asian Pacific countries.
Keywords: learning contents, recognition of CCE, in-service and pre-service teachers, qualityof CCE

4.1 INTRODUCTION
4.1.1 Background
Climate change education has been gradually developed through the international
argument. Most represent the Article 6 of the United Nations Framework Convention on
25 | ATECCE PROJECT INTERIM REPORTClimate Change (UNFCCC) since the Convention's text was adopted on May 9, 1992. The
United Nations Framework Convention on Climate Change (UNFCCC) works with UNESCO andan alliance that includes other UN agencies under its Action for Climate Empowerment (ACE)programme, which liaises with an increasingly active network of government focal points.
Article 12 of the Paris Agreement COP 20 in Lima, December 2014, and Doha Work
Programme on Article 6 of the Convention Under these agreements, famous significant
initiatives for CCE teaching practices has been created locally and internationally (Table 4.1)
4.1.2 Previous Study
The One UN Climate Change Learning Partnership, also known as UN CC:Learn is acollaborative initiative of 36 multilateral organizations working together to help countries
build the knowledge and skills they require to take action on climate change. UN CC:Learn
provides guidance and quality learning resource to understand, adapt and build resilience toclimate change. It suggests the learning contents of CCE which includes the following issues:climate change science, climate finance, international climate negotiations, adaptation
planning, climate change and health, climate change and forests, climate change education
for children and youth and gender and climate change.
It mentioned gender and the environment are deeply connected. Understanding thisconnection can help bring benefits to societies and ecosystems. Human health is directly
affected by the weather, climate variability and climate change.
UNESCO (2016) also suggested the learning contents of climate change education focusing
on the school as follows: biodiversity and nature, energy, responsible consumption, healthand well-being, litter and waste and transport. (Table 4.2)
4.1.3 Purpose, Originality and Creativity
The implications of the CCE are not clear. There are several spaces to discuss about learning
contents and topics on the school practice of CCE. Walter et al. (2021) considered how tohand climate change education at universities, and except this research, there is no argument
about the learning contents of CCE. Therefore, the research question of this study regarding
the learning contents of climate change education is, especially for the school practices andteacher education. In this research, to understand the characteristics of the CCE practices,
Table 4.1 Representative CCE international practices
Programme nameYear

Description

UN CC:Learn

2011～

UNESCO Getting ClimateReady
OECD Global Teaching
Insight – Climate Action

2017～
2019
2021～

13 national climate change learning strategies launched. One
regional climate change learning strategy in Central America.
Over 25 learning actions implemented.
55 schools in 12 countries. All schools in the survey are part of
UNESCO’s Associated Schools Project Network (ASPnet).
Overall, about 850 teachers actively contributed to this initiative,
with engagement from more than 6500 visitors across 157
countries.

26 | ATECCE PROJECT INTERIM REPORTTable 4.2 Learning contents of CCE by UNESCO (2016)
Theme
Biodiversity
and nature•

Energy•••Responsible
consumption•

Health andwell-being
Litter and
waste

•
•
•
•

Transport

•
•
•
•

Water

•

•

Source: UNESCO (2016)

Possible ways to model climate change action
Plant native flowers, trees, shrubs, fruits and vegetables.
Plant trees that provide shade for play areas, outdoor learning areas and theschool building.
Turn off lights, computers and other electronics when not in use.
Regularly inspect mechanical equipment to ensure it is working efficiently.
Buy local products.
Buy products made in farms, plantations and factories with responsible labor andhealth and safety practices.
Serve healthy, organic, local and minimally packaged foods in the school cafeteria.
Maintain sinks and faucets to encourage regular hand washing.
Encourage students and staff to bring litter less lunches.
Place recycling, compost and garbage bins in key locations to encourage students.
and staff to dispose of waste in the right place.
Encourage students and school staff to use sustainable transport.
Locate new school buildings in areas easily accessible by public transportation.
Turn off water when not in use.
Replace pavement with natural surfaces that will absorb rainwater from heavy
storms.
Make sure all chemicals are disposed of properly (not just thrown down the drain).

learning dimension of CCE practices will also be examined.

4.2 METHODOLOGY
4.2.1 Target
The target group of this research is in-service and pre-service teachers, and 24 Japanese teachers
who are the participants of UNESCO Getting Climate-Ready project in 2018. Pre-service teacher
are the 120 students of International Understanding, at Miyagi University of Education, of 2021
and 2022. Worksheets were delivered and collected to write suggestions for practicing CCE. Lessonplan was also proposed by the pre-service teacher.

4.2.2 Data Collection and Analysis
Data was collected through the worksheets designed to write about the classroom activities ofCCE. It comprised reading the data carefully, devising the code and applying the code to the data.
The code was categorized by the topic of CCE, such as energy, litter and waste and transportation.
These categories were referenced by the theme of UNESCO Getting Climate-Ready, other previous
CCE materials and in certain cases by the original definition. Moreover, data was analyzed using
the three dimensions of learning: “cognitive learning dimension," “social and emotional learning
dimension" and “behavioural learning dimension."
4.2.3 Elapsed Timeline and Deliverables
This study aims to understand the recognition of the learning area of CCE. Success factor forteacher education programmes on CCE is to improve quality of CCE practices. We aim to broaden
the scope of CCE's school practice and activate school practice by conducting surveys
continuously for three years (2021-2023) and furnish feedback of the results.

27 | ATECCE PROJECT INTERIM REPORT4.3 RESULTS AND DISCUSSION
4.3.1 Interim Results
Teachers’ recognition of CCE mainly focused on litter, low waste, recycling, saving energy
and green plant (Fig. 4.1 and Table 4.3). Comparing with UN CC:Learn teachers’ recognitionof CCE is limited. It does not refer to climate change and biodiversity, climate change andhealth, climate change and gender issue. For climate change education, saving energy, litterand low waste tend to be imaged. Pre-service teachers in particular attach great importanceto saving energy and are more likely to attempt to teach climate change itself. In-service
teachers can consider a more holistic approach of CCE. Regarding collaboration with thecommunity, students tend to propose more positive ideas about collaboration than students.
Pre-service teachers could not understand/suggest a link between climate change andtransportation. Transformation caused by CCE is limited only for individual transformation.
Litter, low waste, saving energy and green plant – these activities mainly focused on“behavioural learning dimension.” The contents of learn about CCE mainly covered “cognitive
learning dimension.” As a perfect learning process CCE should cover all three dimensions oflearning.
4.3.2 Discussions
Success factor for teacher education programmes on CCE is to improve the quality of CCEpractices. Introducing good practice of CCE in teacher training programmes will be one of
the useful solutions to improve the quality of CCE.

0Transportation

3
3

Disaster Risks

70Collaborate with Local Community

77

Out of School Learning
Learn about CCE

8
11

0

Learn CCE in the Subject

25

20
11

Green Plant

20

16

Litter, Low waste

22

Saving Energy

23
0

5

10

15

20

25

27

30

％
Pre-service

In-service

Fig. 4.1 Recognition of the learning contents of CCE

28 | ATECCE PROJECT INTERIM REPORTTable 4.3 Example of the pre-service teachers’ learning contents of CCE
Litter, lowwaste

Know the amount of plastic waste being disposed ofConsider creating a city with zero littering.
Clean up after local events, pick up trash.
Check the amount of garbage in a day and devise ways to reduce it.
Use compost to fertilize swill.
Perfect waste separation.

SavingenergyCalculate food mileage and examine its CO2 emissions.
Know your daily energy.
Investigate the power consumption in the school and work to reduce it.
Find out how much electricity you use in your homes.
Spend a week at Cool Biz.
Measure daily energy consumption (such as water heater, TV, lighting).
Checking the contents of the refrigerator to reduce the number of times therefrigerator is opened and closed.
Compare the amount of leftover food with lunch and school lunch.
Find out about leaving on.

Green plant

Learn about
CCE

Learn about local production for local consumption.
Create a green curtain to reduce the power consumption of air conditioners.
Plant trees in the school playground to create green curtains and lower thetemperature of the entire school.
Grow vegetables and eat them yourself.
Grow plants in school and on the way to school.
Utilize resources (bottles, cardboard, magazines) and exchange for flower seeds.
Find out the causes and impacts of climate change.
Ponder on climate change actions.
Create a picture-story show to raise awareness about climate change.
Learn by watching videos of climate-affected areas.
Imagine the future 30 years from now.

Learn CCE in
the subject

Graph global CO2 emissions.
Create and programmeme a robot to raise awareness of climate change.
Become Greta and create a speech for the world.
Create a poem on the theme of climate change in English.
Become the earth and write a message for the people of the world.
Graph the rise in sea level.

Biodiversity

Examine the nature of the area and learn about changes in the historical environment.
Find out about changes in familiar ecosystems.
Find out about endangered species.

Out of school
learning

Interview people in agriculture, fishing, and forestry about the impact of climatechange.
Water quality survey (such as water services, school playground, rivers).

Disaster risks

Learn about the location, number, and size of typhoons.
Learn about climate change disaster.

One example is Mr. Kentaro ONO’s practice; he is the famous promoter of climate change inhis district. He was born in Sendai in Tohoku district, went to Kiribati for high school in 1993
and continued to remain there after graduation. He was naturalized in Kiribati in 2000, being

29 | ATECCE PROJECT INTERIM REPORTthe first naturalized Japanese – Kiribati. After the powerful/devastating Earthquake andTsunami of 2011, he went back and has been living in Sendai. He has been actively engaging
in advocacy on the impact of climate change and global warming to Kiribati in human capacity.
Many CCE practices in school were developed as a result of his advocacy.
Another useful practice is for reducing marine plastic waste. Students in Tadami town haveadopted “Climate Emergency Declaration” and “PET Free Monday” after the experimental
study on the seacoast. “Climate Emergency Declaration” is an action to acknowledge
humanity is in a climate emergency. “PET Free Monday” means students’ action to free their
daily lives from the use of PET bottles. Another useful practice has been that initiated by
Hachinohe Kodai-2 Senior High School for tackling marine plastic waste. Students promotescientific reach to understand the character of microplastic by experimental study.
Consequently, they devised a method to detect microplastics absorbed by the body ofplanktons.

4.4 NEXT STEPSWorking Plan from July 2022
The detailed working plan from July 2022 is to continue research in pre-service and in-service
teachers training course in Miyagi University of Education. Pre-service teacher training
programme, CCE teacher training programme will be developed on the subject “International
Understanding Education,” “Multicultural Education” (Elective, 2 credits) which is for the second
year and third-year school students for the teacher training course. In-service teacher training
programme will be developed on the subject “Local and Global collaboration based on SDGs”(compulsory, 20 hours) which is for the First-year in-service teacher training course.
As for the local school activities, Tohoku Consortium is the regional network for promoting ESD
and SDGs, which was supported by the Ministry of Education, Culture, Sports, Science andTechnology (MEXT) from 2014. ESD promotion hub districts were established in collaboration with
the Regional ESD Activities Support Centre, collaborating with Tohoku Consortium, exploring anddeveloping local CCE practices during July 2022-December 2023.
Upcoming Timeline and Deliverables
As Tohoku district is surrounded by sea, representative practices of CCE created by the schools
are mainly for protecting the environment of the sea. Another specific character of Tohoku district
is disaster risks. For improving the quality of CCE, collaborating with Tohoku Consortium, thepractice of CCE conserving about the topic of marine plastic garbage and disaster risks will be
explored this year. Research meeting will be held thrice during the financial year 2022.

REFERENCES
UNESCO. (2016). Getting climate-ready: A guide for schools on climate action. Paris: UNESCO.
UNESCO. (2021). Getting every school climate-ready: How countries are integrating climatechange issues in education. Paris: UNESCO.
UNESCO., & UNFCCC. (2016). Action for climate empowerment: Guidelines for accelerating

30 | ATECCE PROJECT INTERIM REPORT

solutions through education, training, and public awareness. Paris: UNESCO, & Bonn:
UNFCCC.
Walter, L. F., Mihaela, S., Ayyoob, S., Johannes, L. M., Lange, S. A. et al. (2021). Handling climatechange education at universities: An overview. Environmental Sciences Europe, 33:109.

31 | ATECCE PROJECT INTERIM REPORT

Report from Japan
Content

5. Fostering Future Thinking using Climate Action Simulation
K. F. Ardh and Hiroki Fujii
Okayama University, Japan

ABSTRACTThis report provides interim result of a study that seek to explore pedagogical approach to foster
future thinking, or the ability to assess different future scenario and make action plan accordingly.
The study also introduces climate action simulation module which consists of lesson featuringcomputer based physical simulation and role-play based social simulation regarding dynamics ofenergy-climate policies. This report also contains the results of the preliminary study on theawareness and acceptance of pre-service science teachers regarding different climate actions
available in the climate action simulation module. The preliminary study showed that while
respondents self-reported that they understanding of climate action policy such as carbon pricing
or zero carbon technology as low. Interestingly, despite having lower level of understanding they
self-reported their acceptance of those policies as higher. Next step of the study will follow the
ADDIE (Analyze, Develop, Design, Implement, Evaluation) model of instructional design todevelop the climate action simulation module for use in Japan.
Keywords: ESD, future thinking, climate action simulation, science education

5.1 INTRODUCTION
Leading the charge in the initiative to accelerate mainstreaming of Education for Sustainable
Development (ESD) into formal education, the UNESCO (2017) published a guideline covering
key competencies for sustainability. In addition to other established competencies likesystems thinking or critical thinking, the guideline also includes a more recent competency
such as the “Future Thinking” or “the ability to assess different future scenario and makeaction plan accordingly”, is gaining traction in the last decade (e.g. Wiek, 2011). However, one
could argue that this competency is unique to ESD because it adheres to the sustainable
development philosophy of balancing the needs of present and the future generation.
Additionally, the UNESCO (2017) guideline also included specific learning objectives that aredesigned to correspond to each Sustainability Development Goal (SDGs), with each learning
objective is broken down into three domains: cognitive, socio-emotional and behavioral. For
SDG 13 “Climate Action”, the learning objectives demands learner to understand basic
scientific concepts related with climate change and global warming, as well as being able tosupport policies regarding with climate mitigation and adaptations at different scale (local,
regional, global) and different contexts (environmental, technological, socioeconomical).

32 | ATECCE PROJECT INTERIM REPORTAgainst the above background this report aimed to introduce climate action simulation
module, which is a lesson model that combines two types of simulations: (1) An interactive
computer model that simulates dynamics between energy policies and the change in physicalclimate; (2) A simulation of the social dynamics of decision-making in the form of role-playing.
Combining those two types of simulations is potential to foster the future thinking as well as
addressing the three domains of ESD learning.

5.2 METHODOLOGYThis report incorporates review of literatures pertaining to both future thinking and climate
action simulation module (e.g., Holz et al., 2018; Rooney-Vargas et al., 2019; Kapmeier et al.,2020; Eker et al., 2021). Moreover, this report also contains the result of the preliminary study
on the awareness and acceptance of pre-service science teachers of different climate actions
available in the climate action simulation module.

5.3 RESULTS AND DISCUSSION
5.3.1 Future Thinking
Numerous theoretical frameworks, such as anticipatory thinking (Crofton, 2000), foresighted
thinking (de Haan, 2006), transgenerational thinking (Kelly, 2006), and future thinking (Wiek,
2011), inspired the conception of this study. Rieckmann, Mindt and Gardiner (UNESCO, 2017)
proposed an operational definition of anticipatory competency as “(1) The abilities tocomprehend and evaluate multiple futures – possible, probable and desirable; (2) to create
one's own visions for the future; (3) to apply the precautionary principle; (4) to assess theconsequences of actions; and (5) to deal with risks and changes.” Notions contribute to thedevelopment of anticipatory competence, prediction (1,2) and action planning (3,4,5), arearguably aligns well with the objective of climate change education, which is to motivate
meaningful and prompt action to combat climate change and its impact.
This study adopts operational definition of this competency by synthesizing notions fromthe above literatures (mainly Wiek, 2011; UNESCO, 2017; Redman & Wiek, 2021) and work of
the Japanese National Institute for Educational Policy Research (NIER, 2012), which resulting
into the identification of three components
constructing the future thinking competency(Fig. 5.1): (1) “Picturing”, the ability to analyze

Picturing(analyze)

Predicting(assess)

Planning(reflect)and picture different future probabilities basedon existing information; (2) “Predicting”, theability to collect and evaluate evidence indetermining the most probable future; and (3)“Planning”, the ability to reflect on actions

Desirable
Multiple

Probablefutures

Futures

FutureUndesirable
Futureneeded to achieve the desirable future while
preventing undesirable future from happening.

Fig. 5.1 Future thinking components

33 | ATECCE PROJECT INTERIM REPORT5.3.2 Climate Action Simulation
The Climate Action Simulation is built on the En-ROADS computer model (Siegel et al., 2018),
which stands for Energy Rapid Overview and Decision Support (Fig. 5.2). En-ROADS enables
users to build energy and societal transition scenarios interactively while providing real-time
feedback on the impact of decisions and policies on the energy supply, greenhouse gas
emissions and anticipated outcomes for the global climate over the twenty-first century. EnROADS was designed for learners with little to no knowledge about climate action. It is alsoenable learners to examine scientific model underlying the simulation. It is publicly available
online and runs in less than 0.1 second on a laptop or over an internet server. EN-ROADS
allows users to mix and match 18 policies in 6 different sectors (energy supply, transport,
buildings and industry, population and economic growth, land and industry emission, carbon
removal technology) (Table 5.1) in order to simulate the impact of different scenarios onachieving the goal of 1.5 °Celsius threshold of temperature increase since the industrial
revolution.
In regards of fostering future thinking as the key competency in ESD, the climate action
simulation demonstrates a high degree of congruence. In the Climate Action Simulation,
learners assume various roles and are empowered to make different scenario policies within
their own sector while seeking to influence the actions of other sectors (picturing). The
simulation enables them to collect evidence and assess the probability and feasibility of theirown scenarios (predicting). Together, they seek to provide a technically and scientifically
viable approach to achieve the climate action objective (planning). The Climate Action
Simulation varies from typical role-plays in that it is framed by an interactive computer model,
allowing players to get instant feedback about the projected results of their own actions
based on the simulation made possible by En-ROADS.

Fig.5.2 Display of the EN-ROADS climate action simulator(https://en-roads.climateinteractive.org/scenario.html?v=22.5.1)

34 | ATECCE PROJECT INTERIM REPORTTable 5.1 Different policy scenarios available in EN-ROAD
No

Policy1

Reducing energy use from coal

2

Reducing energy use from oil

3

Reducing energy use from natural gas

4

Promoting use of bioenergy

5

Promoting use of renewable energy

6

Promoting use of nuclear energy

7

Promoting zero carbon technology

8

Promoting carbon pricing policy

SectorEnergy supply

9

Promoting energy efficiency in transportation

10

Promoting electrification in transportation

11

Promoting energy efficiency in buildings and industry

12

Promoting electrification in buildings and industry

13

Reducing population growth

14

Reducing economy growth

15

Reducing deforestation

16

Removing other GHG (e.g. methane)

17

Promoting afforestation

18

Promoting carbon removal technology

Transportation
Buildings and industry
GrowthLand use andindustry emission
Carbon removal

5.3.3 Preliminary Study Results
Fig.5.3 displayed preliminary study to evaluate the content of the climate action simulation
module as shown in Table 5.1, but expanding the promoting carbon removal technology
policies into five detailed examples (DAC: Direct Air Capture, BECCS: Bioenergy CarbonCapture and Storage, Mineralization and the biochar technology). The evaluation isconducted by administering a 5-scale self-evaluation sheet to a respondent of students taking
the “Science Education Course” in Okayama University. The “low” category corresponds tothe score 1-not at all understand and 2-slightly understand; moderate corresponds to thescore 3-moderately understand; while high corresponds to score 4-very understand, and 5extremely understand.
Moreover, Fig. 5.3 showed that while it is apparent that while there is a high understanding
in regards to policy regarding energy use (e.g. reducing fossil fuel, promoting renewableenergy) and the importance of land use policy (halting deforestation while promoting
deforestation). Respondents report that they have low understanding of carbon pricing, zerocarbon technology and carbon removal technology, or even promoting electrification inbuildings and industry. Interestingly, As shown in Fig. 5.4, there is a level of self-reported
acceptance despite lower level of self-reported understanding about each climate action
policy. Thus, there is a need to give background information regarding those policies forbetter learning experience during the climate action simulation.

35 | ATECCE PROJECT INTERIM REPORT

0%

50%

100%

Reduce energy use from coal
Reduce energy use from gas
Promote renewables energy
Promote Zero Carbon Technology
Promote transport energy efficiency
Promote industry energy efficiency
Reduce population growth
Focus other GHG removal (e.g. methane)
Reduce deforestation
Promote BECCS technology
Promote SCS technology
Low

Moderate

High

Fig. 5.3 Preliminary study result of 5-likert like self-evaluation score of respondents of pre-service science

Mean Score

teachers in Okayama University (n=50) regarding content in the climate action simulation.

5
4
3
2
1

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19 20 21 22

Different Policy scenarios (see Table 5.1)
Knowledge

AcceptanceFig. 5.4 Preliminary study result of 5-likert like self-evaluation score of respondents of pre-service scienceteachers in Okayama University (n=50) regarding understanding and acceptance of climate action
policies content in the climate action simulation module

5.4 NEXT STEPS
Next step of this study is the development of the climate action simulation module to foster
future thinking, targeted for pre-service science teachers. The module development isfollowing the ADDIE model (Morrison, 2010) of instructional design, as shown in Fig. 5.5 andTable 5.2. The “analyze phase” will expand findings of the preliminary study to design anappropriate instrument that can asses both understanding of the climate action policy andthe acquisition of future thinking as the key competency. For the “design, development,

implement, evaluate” phase of the research, authors will collaborate and consult witheducational researchers and practitioners for the validation of the final module.

36 | ATECCE PROJECT INTERIM REPORTAnalyze

DesignDevelopment

Implementation

Evaluation

Fig. 5.5 ADDIE Model of instructional design
Table 5.2 Explanation for each research phases
Phase

Process/Deliverables

Target1.

Analyze

Need analysis, target analysis and content analysis

2.

Design3.

Development

Content development (Japanese version)

Sep’22

4.

Pilot Implementation (1)Intervention class targeting Japanese pre-service teachers

Oct’22

5.

Pilot Evaluation (1)Pre- and post-test, usability survey, results comparison

Oct’22

6.

Pilot Implementation (2)Intervention class targeting Japanese pre-service teachers

Nov’22

7.

Pilot Evaluation (2)Pre- and post-test, usability survey, results comparison

Nov’22

8.

Data analysis

Analysis of pilot evaluation

Dec’22

Learning

objectives,

instructional

strategy,

evaluation

strategyContent revision based on pilot implementation andJul’22Aug’22

9.

Revision development

10.

Final Implementation (1)Intervention class targeting Japanese pre-service teachers

Apr’2311.

Final Evaluation (1)Pre- and post-test, usability survey, results comparison

Apr’2312.

Final Implementation (2)Intervention class targeting Japanese pre-service teachers

May’2313.

Final Evaluation (2)Pre- and post-test, usability survey, results comparison

May’2314.

Overall dissemination

Final analysis and design of the lesson moduleDec’23

evaluation

Dec’22

REFERENCES
Crofton, F. S. (2000). Educating for sustainability: Opportunities in undergraduate engineering.

Journal of Cleaner Production, 8(5), 397-405.
De Haan, G. (2006). The BLK ‘21’programme in Germany: a ‘Gestaltungskompetenz’‐basedmodel for Education for Sustainable Development. Environmental Education Research,

12(1), 19-32.
Eker, S., Siegel, L., Jones, C., Sterman, J., Kapmeier, F., Fiddaman, T., Homer, J., Rooney-Varga, J.,Franck, T., & Jones, A. (2021). Public outreach and interactive learning with En-ROADS
global energy and climate simulator. In EGU General Assembly Conference Abstracts (pp.
EGU21-7334).
Holz, C., Siegel, L. S., Johnston, E., Jones, A. P., & Sterman, J. (2018). Ratcheting ambition tolimit warming to 1.5 ℃ –trade-offs between emission reductions and carbon dioxide
removal. Environmental Research Letters, 13(6), 064028.
Kapmeier, F., Sterman, J., Siegel, L., Eker, S., Fiddaman, T., Homer, J., Rooney-Varga, J., & Jones,
A. (2021). En-ROADS: A global energy and climate simulator to support strategic thinking
and public outreach. In EGU General Assembly Conference Abstracts (pp. EGU21-7608).
Kelly, P. (2006). Letter from the oasis: Helping engineering students to become sustainability
professionals. Futures, 38(6), 696-707.

37 | ATECCE PROJECT INTERIM REPORTMorrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective

instruction. John Wiley & Sons.
Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards
sustainability. Front. Educ.
Rooney-Varga, J. N., Kapmeier, F., Sterman, J. D., Jones, A. P., Putko, M., & Rath, K. (2020). The
climate action simulation. Simulation & Gaming, 51(2), 114-140.
Siegel, L. S., Homer, J., Fiddaman, T., McCauley, S., Franck, T., Sawin, E., ... & Interactive, C. (2018).

En-ROADS simulator reference guide. Technical Report.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris:
UNESCO.
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A
reference framework for academic programme development. Sustainability Science, 6(2),203-218.

38 | ATECCE PROJECT INTERIM REPORT

Report from Kazakhstan
Content

6. Promoting Teacher Education for Climate Change Education
at Abai Kazakh National Padagogical University
Kulyash Kaimuldinova, Makhabbat Amanbayeva, Nurzhanat Shakirova,
Karlygash Muzdybayeva and Adelya Zhanatova
Abai Kazakh National Pedagogical University, Kazakhstan

ABSTRACTThe analysis of the survey’s preliminary results showed the readiness of teachers at theschool level and faculty members at the university level to adapt their consciousness, as wellas the inconsistency of behavioral, and environmental skills with theoretical knowledge in theframework of adaptation to climate change. Thus, 53% of respondents believe that the useof bicycles and other environmentally friendly modes of transport helps to reduce air
pollution, but nevertheless, only 1% of them use such modes of transport. The survey
revealed a deep and correct understanding by the respondents of the economic and social
consequences of climate change, and the priority of solving environmental problems
associated with environmental pollution. Geography teachers generally believe that thecatastrophic effects of climate change can be prevented or mitigated. An important findingis that, compared to other activities, educating students has an exceptional advantage incombating climate change (about 61% of respondents consider it very important, 38%
important). Taking this into account, the research group of Abai Kazakh National Pedagogical
University (Abai KazNPU) initiated the introduction of a new course "Climate Change and its
Consequences" into the educational programme of geography teacher training. The purposeof the discipline is to study the essence and analyze the causes and consequences of modern
climate change on the Earth. The course with the amount of 4 credits will be included in themodule “Interaction of Society and Nature,” and is planned to be taught in the 4th semester.
In order to promote climate change education in Abai KazNPU, a number of activities atuniversity, national and international levels have been organized: exhibitions, projectcompetitions, international Olympiads and conferences. These activities are aimed at forming
theoretical knowledge and environmental skills of students in the framework of adaptation
to climate change, as well as the promotion of climate knowledge among students, school
teachers and university staffs.
Keywords: Kazakhstan, Abai KazNPU, teacher training, teacher survey, climate change,
climate change education

6.1 INTRODUCTION
The Earth's climate is changing, and it's happening right now. This is not a distant

39 | ATECCE PROJECT INTERIM REPORTphenomenon that will occur sometime in the future, and it is not just about the temperaturerise. In some parts of the world, annual precipitation is expected to decrease over the longterm, while in other regions fluctuations in precipitation and temperature will markedly affect
the growing season of some plants. Elsewhere, annual precipitation may remain the same,
but at longer intervals, in the form of much heavier and shorter showers, causing moredroughts and floods. Severe storms and their variant, hurricanes, may increase in intensity.
The potential consequences of climate change are varied and extensive, so preventing these
consequences has become a high priority on the global development agenda. The aim of thisstudy is to analyse the main trends of climate change and to integrate the research findings
into the content of a teacher training course for climate change education throughcollaboration between leading Asian centres of excellence in Education for Sustanable
Development (ESD).

6.2 METHODOLOGY
Primary information is collected on the basis of literary sources, analysis of articles, books
and monographs, as well as analysis of best practices in climate change education. The study
uses both theoretical (analysis, induction) and empirical research methods (comparison,survey). The preliminary results of the survey of school teachers and pedagogical university
faculty members were analyzed; the structure of the new discipline “Climate Change and its
Consequences” inputted in the geography teacher training curriculum is proposed, activities
for promoting teacher education for climate change education at Abai KazNPU are presented.
The survey of school teachers and pedagogical university faculty members in Almaty andthe Almaty agglomeration was conducted in order to determine their awareness ofinternational agreements in the field of climate change and decisions made within theirframework. The survey used the questionnaire developed by Okayama University that wasadapted to local conditions and national characteristics. Bachelor’s degree graduates of AbaiKazNPU who completed their studies in the last 5 years participated in the survey.
Respondents showed a high level of awareness of the causes and consequences of thegreenhouse effect, knowledge of climate change’s negative consequences, but insufficientawareness of international agreements in the field of climate change (COP 21, held in Paris in
2015, etc.) and the decisions made within them.
Earlier, one of our researchers wrote a dissertation on “Shaping knowledge about theenvironment based on climate concepts in conditions of updated geography content,” andthe following results were obtained [1]: The analysis of foreign experience in the state ofgeography teaching, content and didactics of textbooks forming knowledge about theenvironment was carried out. The tendencies in educational directions in the conditions ofmodern globalization were revealed.
Based on the analysis of educational and methodical literature the methodical system ofteaching climate concepts in which traditional approaches considering the peculiarities ofteaching climate processes are supplemented with achievements of digital technologies andharmonized with new pedagogical technologies of teaching is developed. It is made in the
40 | ATECCE PROJECT INTERIM REPORTform of a content-structural model consisting of blocks in which all components of theteaching process are considered. A methodology for teaching climate change, which has not
yet been considered in domestic research, is given.
The attention to climate change education reflected in trends on the international agenda
is among the most important issues in education policy research and international
development. However, in most cases, it is perceived only as 'alternative education' in the
education system, as education has not much to do with basic development goals. Climatechange is currently being explored through the inclusion in certain curricula [1]. The potentialof approaches and methods in education is focused on the learner's knowledge andunderstanding of themselves, their environment, and the creation of personal or socialchange. Education that addresses critical thinking and problem-solving skills is key to theissue of climate change and sustainable development [2; 3].
It was important for us to first analyze the current scientific evidence on climate change in
Kazakhstan in order to use this material later in training teachers on climate change. The
climatic conditions of Kazakhstan are determined by its geographical location. The Republic
is located at the junction of two continents, Europe and Asia. The territory of Kazakhstan is2,724.9 thousand km2. The length of the state border of the Republic is 13,394 km. The
Republic takes ninth place in the world in terms of land area. Kazakhstan is the largest country
in the world that has no access to the world ocean. The relief of the territory is predominantly
flat - more than 90% of the total area. High mountains occupy only the southeast and eastparts of the country. Large parts of the country are occupied by flat areas, aggravated byoutcrops of heavily destroyed ancient mountain structures. Most of the country is occupied
by arid natural zones: desert, semi-desert, and arid-steppe. Only in the north of the territory
there are steppes and forest steppes, which are more favorable in terms of moisture
conditions. A special feature of the climate of the territory is aridity. And almost all lands arelocated in the zone of extreme agriculture and any irrational use of water, vegetation and land
resources leads to land desertification.
Systematic climate observations in Kazakhstan are carried out by the Republican State Enterprise(RSE) Kazhydromet, which is a structural subdivision of the Ministry of Energy. The RSE has 15
branches located in all oblast centers of Kazakhstan and Almaty. The hydrometeorological network
in Kazakhstan has 328 meteorological stations and 307 hydrological posts (in 2011 their numbers
were 260 and 298 respectively). 86 meteorological stations (out of the available ones) transmit
information to the World Meteorological Organization (WMO) Global Observing Network on adaily basis. 66 weather stations belong to the WMO Regional Synoptic Reference Network and 44
to the WMO Regional Climate Reference Network. In addition, RSE Kazgidromet provides
information on the agrometeorological and ecological state of the environment.

According to the analysis of this service for the period 1976 - 2019, the average increase inaverage annual air temperature in Kazakhstan is 0.31 ºC every 10 years. The highest rate ofincrease is observed in the spring period (0.60ºC/10 years), the lowest in the winter period(0.11ºC/10 years). All of the air temperature trends obtained are statistically significant except
for the winter season. Also, there is a tendency for annual precipitation to increase by 4.3
41 | ATECCE PROJECT INTERIM REPORTFig. 6.1 Kazhydromet's atmospheric observation network

mm/10 years between 1976 and 2019. In all seasons, except autumn, the amount of
atmospheric precipitation increases by 1.9 - 3.2 mm/10 years. A statistically significant change
in precipitation is noted only in spring.

6.3 RESULTS AND DISCUSSIONS
The analysis of trends in extremes of surface air temperature and amount of atmosphericprecipitation showed that for the period 1961 – 2019 [4]:⚫

there has been a steady increase in the number of days with temperatures above 35°C andnights with temperatures above 20°C, especially in the south, south-west and west parts of
the republic;⚫

there has been a widespread increase in the total duration of heat waves and a reductionin the total duration of cold waves;⚫

a steady increase in the number of days with average daily temperatures above 10°C isobserved everywhere;⚫

in the west, north and south parts of the country, the number of days with daytime frost,when the daily maximum temperature is below 0°C, is decreasing;⚫

in many regions, the number of days with severe frosts, when the daily maximum
temperature is below minus 20°C, is significantly reduced;⚫

there is a reduction in the heat deficit during the cold season and an increase in the cold
deficit during the warm season, especially in the south-west and west parts of thecountry;⚫

in most of the territory of Kazakhstan, a decrease in the maximum annual values of daily
precipitation is observed;

42 | ATECCE PROJECT INTERIM REPORT⚫

the share of extreme precipitation in annual precipitation varies mostly insignificantly;
and⚫

there are weak statistically insignificant both positive and negative trends in the
maximum duration of the rainless period.

6.3.1 Detailed Consideration of Individual Meteorological Elements in the Territoryof Kazakhstan [5]In Kazakhstan, a widespread increase in surface air temperature has been observed over thelast 75 years. The average annual air temperature anomaly has increased up to 2°C. Averageannual air temperature increased the most in West Kazakhstan region - by 0,38 °С/10 years,
the least in South Kazakhstan, Almaty, East Kazakhstan, Pavlodar, Atyrau, Aktobe, Karaganda,
Akmola regions - by 0,22 ... 0,29 °С/10 years. In other regions growth of average annual
temperatures was observed within 0,30 ... 0,31 °С/10 years.
The average rate of increase in average annual air temperature in Kazakhstan is 0.28 °С every
10 years. As per seasons for Kazakhstan overall, the highest temperature increase occurs inspring and autumn - by 0.30 and 0.31 °C/10 years, slightly less in winter - by 0.28°C/10 years,
in summer the lowest temperature increase rate is observed - by 0.19°C/10 years. In mostcases, temperature trends are statistically significant at 95% confidence interval, the trend
contribution to the total variance of mean annual temperature is 40%, for the seasons - from
7 to 27%.
The most vulnerable water basins are Ural-Caspian and Shu-Talas basins, due to the fact thatthe rate of increase in average annual temperature is 0.36 and 0.31°С every 10 years. The rateof increase in average annual air temperature in winter in the Ural-Caspian and Ertis basins
by 0.41 and 0.31 °C/10 years, in spring in the Yesil and Ural-Caspian basins by 0.37 and0.39 °C/10 years.
The lowest increase in average annual temperatures was observed in summer, the highest
rates of increase in average annual temperatures were in the Shu-Talas and Ural-Caspianbasins and amounted to 0.28 and 0.32 °C/10 years. In autumn, the Shu-Talas and Ural-Caspianbasins were also the most vulnerable basins. If we consider the linear trend of the airtemperature anomaly (relative to the base period 1961 ... 1990) by season and year, we canobserve that all trends in the series of average annual and seasonal values of surface airtemperature are positive and statistically significant, which indicates a steady increase in air
temperature in the territory of Kazakhstan from 1941 to 2015.
Trends in average annual temperature across Kazakhstan were positive and statisticallysignificant. This is also true for spring, summer and autumn. Trend values for mean annual,spring and autumn temperatures were mainly 0.21 ... 0.40 °C/10 years, in spring in the west
and in the north 0.41 ... 0.60 °C/10 years. Summer temperature trends in most of the area
were within 0.21 ... 0.40 °С/10 years, in the southeast, east and north - up to 0.21 °С/10 years.
Winter temperatures increased significantly in the western and south-eastern parts, as wellas in some northern regions, to a maximum of 0.41 ... 0.60 °С/10 years.

43 | ATECCE PROJECT INTERIM REPORT6.3.2 Observed changes in precipitation in Kazakhstan and its regions
In contrast to air temperature, changes in precipitation regime in Kazakhstan during the
research period present a heterogeneous picture. A general idea of the nature ofcontemporary precipitation regime changes in Kazakhstan is shown by the time series ofannual and seasonal precipitation anomalies for the period from 1940 to 2015, calculated
relative to the baseline period of 1961 to 1990, and spatially averaged over Kazakhstan.
On average in Kazakhstan for the period from 1940 to 2015 annual precipitation decreasedslightly by 0.2 mm/10 years. If we consider changes in precipitation by region, Aktobe,
Karaganda, Pavlodar, Akmola, Almaty and North Kazakhstan regions showed a slight increasein annual precipitation by 0.1-5.0 mm/10 years, while in the rest of the country it decreased
by 0.1-4.2 mm/10 years. All the obtained trends of annual precipitation are statisticallyunreliable.
For the period from 1941 to 2015 on average for Kazakhstan in all seasons, there is a weaktrend (statistically insignificant) decline in precipitation by about 0.7 mm/10 years, except for
the winter season, when the trend is 1.5 mm/10 years and is significant. Thus, in the changes
in precipitation regime over the research period, there is a significant tendency for
precipitation to increase in winter and to decrease in other seasons.
6.3.3 Analysis and Assessment of Extreme Events in Kazakhstan that Caused Deaths andSignificant Material and Financial Losses
Seven of the ten warmest years between 1936 and 2020 occur at the beginning of the 21st
century. The absolute maximum temperature was observed in 2020 at 1.92°C, surpassing therecord of 1983 with an anomaly of 1.89°C, which remained the warmest year in Kazakhstan
for three decades in the history of instrumental observations. 2015 was also one of the hottest
years on record, ranking third. Ten anomalously warm years for Kazakhstan withcorresponding anomalies are shown below (Table 6.1).
Table 6.1 Ten anomalously warm years and corresponding anomalies of mean annual air
temperature averaged over the territory of Kazakhstan [6]Anomaly, С°
Year
2020
2013
1983
2015
2002
2004
2007
1995
2008
1997
2005

1,92
1,89
1,86
1,66
1,61
1,55
1,47
1,43
1,31
1,27
1,19

44 | ATECCE PROJECT INTERIM REPORTTable 6.2 Number of extreme weather events in Kazakhstan in 2013-2015 [5]
Year

EWE
Heavy rain
High wind
Heavy snowstorm
Heavy snow
Heavy fog
Dust storm
Wet snow deposition
Hail
Ice
total

Year
2011
2012

2013
45
32
35
26
7
0
3
1
0
149

2014
26
44
27
18
8
0
2
0
3
128

2015
41
39
16
18
6
5
0
3
0
128

Table 6.3 Hydrometeorological emergencies in Kazakhstan [5]Number of
Number of
Number of
emergencies
casualties
deaths
43
12
5
39
20
15

2013

36

12

3

2014

43

19

9

2015

75

8

-

In 2013, the total number of extreme weather events in Kazakhstan was slightly higher (149
cases) than in 2014 and 2015 (128 cases each) (Table 6.2). The year 2013 is characterised byfrequent occurrences of heavy precipitation in the form of rain and snow (71 cases), heavysnowstorms (35 cases) and strong winds (32 cases). All these EWEs (138 cases out of 149)
were the main causes of emergencies in the Republic of Kazakhstan. 2015 was a record year
in terms of the number of hydro-meteorological emergencies (mainly heavy precipitation,
floods and mudflows). The number of hydrometeorological emergencies in 2015 was almost
2 times higher than in the previous 4 years (Table 6.3).
6.3.4 Analysis and Assessment of Changes in the Frequency and Intensity of Extreme
Meteorological Phenomena by Regions of Kazakhstan
Extreme meteorological phenomena, which are typical for the territory of Kazakhstan during
the cold period, are heavy snowfalls and blizzards accompanied by storm and even hurricane
winds, severe long-lasting frosts, ice and frost phenomena and late spring frosts. Heavy
showers accompanied by thunderstorms, hail and strong winds are recorded during the warm
period. Cases of extreme fire danger are noted during the summer period. In addition, severe
droughts are characteristic of Kazakhstan, leading to a sharp decrease in crop yields.
Abnormally low air temperatures pose a significant threat to normal life activities of the
population and lead to emergencies related to accidents at heat and power systems,
engineering networks.
Table 6.4 shows the frequency of severe and moderate droughts causing significant damage

45 | ATECCE PROJECT INTERIM REPORTto agriculture in Kazakhstan. In the main grain-producing regions of Kazakhstan, severe
droughts, leading to a decrease in average regional grain crop yields by 50% or more, havea high recurrence in West Kazakhstan, Aktobe, Karaganda and Kostanay regions. In the first
three regions a severe drought is likely once every 4-6 years, and in Kostanay region once
every 8 years. Table 6.5 provides a list of natural (extreme) meteorological events and theircriteria for the period from 1990 to 2015.
During the period under review (26 years), a total of 3,840 cases of EMPD were reported in
Kazakhstan, an average of 148 cases per year. The maximum number of cases with EWE (268)
was registered in 1999 due to the high frequency of heavy precipitation, heavy snowstorms
with storm winds and hail (Fig. 6.2), while the minimum number of cases (72) was registeredin 1995. Overall, there is an increasing trend in the total number of cases with EWE. The mostrecurring EWEs are: high wind, heavy rain, heavy snow, heavy snow and heavy fog (Fig. 6.3)
Table 6.4 Recurrence of droughts between 1966 and 2010 (%) [5]Drought is likely to occur
Drought recurrence rate, %once every ... year
Regionall categories
strongall categories
StrongWest Kazakhstan
38
24
3
4
Aktobe3120
35Karaganda
36
16
3
6
Pavlodar
40
93
11
Kostanay region
27
13
4
8
Akmola33
4
3
23
East Kazakhstan
27
7
4
15
North Kazakhstan
22
2
5
45
Table 6.5 Extreme weather events and their characteristics [5]№

Events1

Heavy rain (sleet, rain with snow) with rainfall ≥30 mm or less in 12 h in mudflow andavalanche-prone areas; rain and rain with snow with rainfall ≥50 mm or less in 12 hin the rest of the area

2

Heavy snow (snowfall) with rainfall ≥20 mm in 12 h and less3

Heavy snowstorm (blizzard, total) lasting 12 hours or more with wind speeds ≥15
m/s4High wind (including squalls and tornadoes) with a maximum wind speed of 30 m/s
or more5

Hail with hail diameters ≥20 mm or intensive hail of smaller size causing significant
damage6

Severe dust (sand) storm with a duration of 12 hours or more and an average wind speed≥15 m/s

7

Severe fog with visibility of 100 m or less for 6 hours or more

8

Heavy ice ≥20 mm in diameter

9

Snow deposit with a diameter ≥35 mm

46 | ATECCE PROJECT INTERIM REPORTThe cumulative frequency of these events is 94.3%.
The statistical results were obtained by dividing the period under review into 2 parts (13years each) (Table 6.6). Thus, the average annual number of occurrences of heavy rain (49.3)
increased by almost 2.5 times, and of heavy snow (24.9) by 2.7 times in the period 2003-2015,
compared to the period 1990-2002. The number of cases with strong wind and hail has
increased, but slightly, by 20 and 30% respectively. On the contrary, the following EWEs havedecreased in recent years: heavy snowstorm (1.8 times), heavy fog (2.7 times) and heavy dust
storm (3.4 times).
Looking at the recurring EWEs by regions (heavy rain, wind, snow and blizzard), the Almaty
region has the highest recurrence of EWEs in the country (Table 6.7). Almost every second
occurrence of heavy rain, heavy snow and strong wind in Kazakhstan occurs in this region.
Moreover, in the period from 2003 to 2015, compared to the previous period (1990-2002),
the average annual number of cases of heavy rain increased by 3.9 times, with heavy snow
by 3.3 times and strong wind by 1.6 times.

Fig. 6.2 Evolution of the total number of days with EWE in Kazakhstan from 1990 to 2015 [5]Fig. 6.3 Average share of EWE in Kazakhstan (%) over the period 1990-2015 [5]47 | ATECCE PROJECT INTERIM REPORTTable 6.6 Average annual number of cases with EWE in Kazakhstan over different periods
Number of EWE cases
EWE
1990-2002
2003-2015
Heavy rain
High wind
Heavy snow
Heavy snowstorm
HailHigh fog
Heavy dust storm

20,1
38
9,1
42,4
2,5
18,6
2,7

49,3
45,8
24,9
23,5
3,2
6,8
0,8

Table 6.7 Repeatability (%) of EWE by region in Kazakhstan [5]EWE
RegionHeavy rain
Strong wind
Heavy
Heavy snow
snowstorm
Kyzylorda
0,1
1,2
1,5
0,3
South Kazakhstan
14,5 (1,7)
2,7 (0,4)1,0
28,1 (2,3)
Zhambyl
6,0 (1,5)
10,2 (1,5)
1,3
3,7 (1,3)
Almaty59,2 (3,9)
43,6 (1,6)
0,543,8 (3,3)
East Kazakhstan
4,8 (3,7)
14,5 (0,7)
15,3 (0,8)
11,6 (7,6)
Karagandy
1,8
4,4 (0,8)
12,3 (0,4)
1,7
Pavlodar
1,8
1,2
4,3 (0,1)
0,9
Akmola2,7 (0,7)
9,7 (1,6)
19,4 (0,5)
2,6 (4,0)
North Kazakhstan
2,8 (4,0)5,0 (3,4)
6,1 (0,5)0,0Kostanay
2,9 (5,3)
3,6 (2,7)
18,4 (0,8)
4,3 (3,5)
Aktobe0,80,814,8 (0,8)
1,7Atyrau0,70,43,1 (1,3)
0,3West Kazakhstan
1,3
1,2
1,5
1,1
Mangistau
0,6
1,6
0,3
0,0

Considering all the EWEs observed in Kazakhstan in recent years, it is observed that Almaty
region ranks first in terms of the number of reported EWEs, i.e. 38.7% of all EWE cases in
Kazakhstan. It is followed by South Kazakhstan and East Kazakhstan regions, 10.9% and 10.7%
respectively. The share of Akmola and Zhambyl regions is 8.3 and 7%, respectively. In theremaining regions, the repeatability ranges from 1% (Mangistau region) to 6% (Kostanai
region).
In conclusion, it is highly probable that 2016 will enter a series of years with a high incidence
of EWE in Kazakhstan. Only in Almaty city from April to July 2016 there were 10 cases of heavy
rainfall, accompanied by gusty winds, sometimes with hail, which hampered traffic and people,
broke trees, and flooded houses.

For example, in the evening of 18 July 2016, Almaty was

immersed in the gloom of a summer storm, with a thunderstorm accompanied by heavy
downpours, gusty winds, and large hail in places.
Such events are no longer uncommon in the Ili Alatau foothills, but this one was special. In
the photo (Fig. 6.4) you can see that the city of Almaty was covered by a powerful
thunderstorm. Almaty was covered by a powerful thunderstorm cloud, a kind of mesocyclone
with a characteristic rotating rising airflow. Such mesocyclones, although small in scale

48 | ATECCE PROJECT INTERIM REPORTFig. 6.4 Powerful thunderstorm cloud over Almaty (18 July 2016)(diameter up to 50 km), can cause heavy precipitation with hail and storm winds.
This is not an isolated case of observed EWE in the Almaty area. Thus, on 17 May 2011,
heavy rain with storm wind and hail caused tens of thousands of trees in the Small Almaty
Gorge to fall and be damaged. This caused considerable damage to the protected area. A
comparison of the dynamics of average wind speeds and the number of days with dust storms
by periods revealed the following features.
The first period, an increase in the frequency of dust storms, is generally consistent with anincrease in wind speed. However, at the end of the period, a sharp increase (almost 4 times)
in the number of days with dust storms is noticeable, while the average wind speed increased
by only 0.3-0.4 m/s. Probably, a significant increase in dust storm frequency is connected with
the intensive lowering of the Balkhash lake level, which reached its minimum in 1987.
The second period – despite a significant decrease in wind speed, the number of days withdust storms though had a negative tendency but remained at a high level (on average 40
days per year). This period (1988-2001) coincided with the period when the level of lake
Balkhash was below the norm.
The third period is characterized by dynamics of wind speed and Balkhash lake level increase
and small changes in the number of days with dust storms from year to year. Based on the
results obtained above, it can be concluded that a sharp increase in dust storm frequency inthe area of the Aral Sea Meteorological Station and Kuigan Meteorological Station (in thearea of Balkhash Lake) was mainly connected with a decrease in water content of these objects.
Thus, global climate change has also affected Kazakhstan and various regional and local
manifestations of changes in the parameters of key climate elements have been observed. Allof this requires efforts to introduce climate change information into the educational
environment of schools and higher education institutions, especially pedagogical higher
education institutions.

49 | ATECCE PROJECT INTERIM REPORT6.3.5 Discussions
The increased focus on climate change highlights the need for new practices in educationto actively engage citizens of different ages [7]. Although there is common knowledge andresearch initiatives that can help to achieve this goal, climate change education has not been
sufficiently explored and implemented in the educational field. According to the problems
emerging in the environment and society, we understand that the topic is fundamental andrelevant from both research and policy perspectives. On the one hand, the problem of
educating young people is central to the policies of all nations, as it affects not only the future
economic potential of countries but the development of every individual and every society
in general. On the other hand, the issues of climate change and rising temperatures are
particularly important in terms of shaping knowledge about the environment.
What are the ways to respond to climate change in education? The first challenge is to createa climate-resilient education system (adaptation). And the long-term challenge is to acquire
the knowledge, the qualifications needed to meet future challenges.
Although research on sustainable development has been carried out since Rio 92, the needfor education for sustainable development has never been as urgent as it is today.
Environmental concerns dictate the need to transform our mindsets, mentality, habits andlifestyles as a matter of priority. To make this a reality, we need entirely new knowledge,
practical skills, life principles, morals and attitudes that will ensure more sustainable, better
societies.
Modern geographical education, as part of global education, addresses contemporary
challenges such as climate warming and biodiversity loss, marine and terrestrial ecosystems
conservation, clean water and sanitation, infrastructure development and innovation,
responsible consumption and production, sustainable cities and human settlements, genderinequality, poverty and hunger eradication, partnerships for sustainable development, as wellas other political, cultural, social and religious conflicts, ecological and environmental
concerns. Global geographic education aims at teaching future generations to live in a global
understanding for sustainable development and conservation of planet Earth.
Abai KazNPU is the main scientific and educational centre for training and retraining
pedagogical personnel. Abai KazNPU pays particular attention to the achievement of the
Sustainable Development Goals (SDGs). The university's achievement in the Times Higher
Education (THE) Impact Rankings is a painstaking, daily and systematic effort of the entire
university team. By participating in these rankings, Abai KazNPU demonstrates its
commitment to achieving the SDGs and integrates its activities with these goals.
The 2022 ranking clearly demonstrated the university's efforts in achieving the SDGs andtaking certain steps to both alleviate poverty and build human capital to address issues in
education, social protection and employment, as well as climate change and environmental
protection. For example, Abai KazNPU ranked 601-800 in the Times Higher Education (THE)
Impact Rankings-2022, improving its last year's result by 200 points and becoming theabsolute leader among national universities. A total of 1,406 universities from 106

50 | ATECCE PROJECT INTERIM REPORT

countries/regions, including 10 universities from Kazakhstan, were included in the rankings.
Abai KazNPU took 1st place in the Kazakhstani academic segment, as noted.
According to the results of the ranking, Abai KazNPU was ranked 401-600 on SDG 13 – Takeurgent action to combat climate change and its impacts. The university's efforts to contributeto the global fight against climate change are rated at an average of 37.43%. Unfortunately,
the level of research on this global issue is low at 1.2%. Overall, efforts for sustainable
development show a relatively even trend in the shares of the constituent indicators: aboveaverage publication of SDG reports – 60.8%, education for the SDGs – 55.6%, relationships to
support the goals – 43.3%, research in this area below average – 38.9%.
Many of the scientific and methodological studies carried out by our specialists can be
implemented in the whole educational system of Kazakhstan. Our research team has madethese very issues its goal and main objectives. The preliminary results of the school teachersand pedagogical university academic staff survey were analyzed; the structure of new
discipline “Climate change and its consequences” introduced in the curriculum of geographyteacher training was proposed; activities to promote pedagogical education in the field of
climate change education at Kazakh National Pedagogical University named after Abay were
presented.
School teachers and pedagogical university academic staff survey was conducted in Almaty
city and Almaty agglomeration to determine their awareness of international agreements on
climate change and decisions made within their framework. The survey used a questionnairedeveloped by Okayama University, which was adapted to local conditions and national
peculiarities. The survey involved students who had completed an undergraduate degree at
Abai KazNPU and who had completed their studies in the last 5 years. The respondents
demonstrated a high level of awareness of the causes and consequences of the greenhouseeffect, knowledge of the negative effects of climate change, but insufficient awareness of theinternational agreements on climate change (COP 21, held in Paris in 2015, etc.) and thedecisions made within their framework.
An analysis of the preliminary results of the survey showed the willingness of teachers at theschool level and lecturers at the university level to adapt their consciousness, as well as themismatch between behavioural and environmental skills and theoretical knowledge within
the framework of climate change adaptation. For example, 53% of the respondents believethat the use of bicycles and other environmentally friendly modes of transport helps to reduce
air pollution, yet only 1% of them use such modes of transport.
The survey revealed a strong and correct understanding of the economic and social impactsof climate change by the respondents, as well as the priority given to addressing
environmental issues related to pollution. Geography teachers generally believe that thecatastrophic effects of climate change can be prevented or mitigated. An important findingis that, compared to other activities, student teaching has an exceptional advantage intackling climate change (around 61% of respondents considered it very important and 38%
considered it important).
Taking this into account, the research team of Abai KazNPU initiated the introduction of a
51 | ATECCE PROJECT INTERIM REPORTnew course “Climate change and its consequences” in the educational programme forteachers of geography. The aim of the discipline is to explore the essence and analyze thecauses and consequences of modern climate change on Earth. The course of 4 credits will be
included in the module “Interaction of Society and Nature” and is planned to be taught in the
4th semester.
In order to promote climate change education, Abai KazNPU organized a number of eventsat university, national and international levels: exhibitions, project competitions, international
Olympiads and conferences. These events aim to develop theoretical knowledge andenvironmental skills in students within the framework of adaptation to climate change, as wellas to popularize knowledge about climate change among students, school teachers anduniversity staff.
For example, on November 17, 2021 the Institute for Natural Sciences and Geography of
Abai KazNPU organized a city competition of research projects of students in grades 7-9 on
the theme “Young Researcher and Sustainable Development” on the ZOOM platform.
School children’s research projects were accepted to the competition in the following
sections:⚫

Section 1 – measures to combat climate change and its consequences;⚫

Section 2 – conservation and efficient use of biological resources towards sustainable
development; and⚫

Section 3 – effective use of achievements in environmental chemistry towards
sustainable development.

More than 50 students from secondary schools in Almaty presented and defended theirproject research papers in Kazakh, Russian and English.
On November 25, 2021 Abai KazNPU held the International Scientific and Practical
Conference “Green Universities: Experience, Perspectives in the Context of Sustainable
Development.” A Memorandum of Cooperation between Abai KazNPU and NJSC
“International Centre for Green Technologies and Investment Projects” was signed at theconference. Within the framework of this document, the university students and faculty will
be able to exchange experiences and participate in investment projects based oninternational green technologies. Obviously, this opportunity will serve as motivation formastering modern technologies and enhancing the research potential of our university in the
future.
From 4 to 10 April 2022 an exhibition on the theme “Nature is our common home” washeld, the aim of which was to shape the environmental culture and environmental awarenessof the students. The winners and leaders of the best projects were awarded letters of thanks,
special prizes, and Abai KazNPU diplomas of I, II and III degrees. All participants and project
leaders were awarded certificates. On 4 April 2022, Abai University held an exhibition ofdrawings “All about Birds” and creative works “Bird on the Nest” in the framework of theInternational Project “Year of the Bird.”
A competition on the theme “Ecologization of Biological Education for Sustainable
Development of the Republic of Kazakhstan” was held on April 11, 2022. 1st-year master's
52 | ATECCE PROJECT INTERIM REPORTdegree students of the programme “7M01513-Biology” were the participants. The aim of thecompetition is to work on the achievement of the SDGs and to give students the skills to
conduct project research.
Graduate students of programme “7M01513-Biology” of Abai University participated in the
online international student conference “Development of Collaborative Research in
Education: from a Global and Interdisciplinary Perspective” organized by the University ofTsukuba (Japan) on 17-18 March 2022.
On 28-29 April 2022 the II International Student Olympiad on Natural Sciences among
students of pedagogical specialties, organized by the Institute for Natural Sciences andGeography, was held in the Republican Training and Recreation Centre “Baldauren” in
Kapshagay city. Students from the universities in Russia, Uzbekistan, Kyrgyzstan, andKazakhstan (10 teams in total) took part in the Olympiad. The third round of the Olympiad
was dedicated to defending a case study on “Climate Change and Sustainable Development.”
Thus, Abai KazNPU is doing significant work in the field of Education for Sustainable
Development, namely SDG 13 – Combating Climate Change. Because Education for
Sustainable Development (ESD) contributes to equipping learners of all ages with theknowledge and skills, values and attitudes to address the interrelated global challenges theworld faces, including climate change. We must ensure that what we learn, where and how
we learn, prepares us for today’s and tomorrow’s challenges, that education is atransformative force, and that it enables us to make informed decisions and take individualand collective action at local, national and international levels.

6.4 NEXT STEPS
6.4.1 Detailed Plans from July 2022
⚫ July – August, 2022 – preparation of publications in ranking journals on the results of thestudy “Promoting Teacher Education for Climate Change Education in Abai KazNPU;”⚫

September, 2022 – preparation of conceptual proposals on the results of study on thecontent of the educational programmes on Geography, Biology, Natural Sciences forsecondary schools in Kazakhstan for the implementation of sustainable development;⚫

October, 2022 – to organize and conduct an international round-table meeting of young
scientists “Education and climate change” with the participation of countries
participating in the project;⚫

November, 2022 – to organize and conduct activities (project competitions for pupils of
secondary schools in Kazakhstan, scientific seminars, meetings) aimed at disseminationof the project in universities and schools of Kazakhstan; and⚫

December, 2022 – development and preparation of course “Climate and Life,
environmental changes for sustainable schools” methodical assistance to schools’
teachers in practical application, for introducing climate change and its impacts into thecurriculum of school subjects, extracurricular activities and supplementary education.

53 | ATECCE PROJECT INTERIM REPORT6.4.2 Upcoming Timeline and Deliverables⚫ January, 2023 – organization of events (meetings, trainings, seminars, etc.) to introduce
the course “Climate and Life” in higher and secondary educational institutions of
Kazakhstan;⚫

February – March, 2023 – implementation of courses “Climate and Life;”⚫

April – May, 2023 – organization and carrying out of a number of activities (subject
olympiads, scientific seminars, meetings, round tables, international conferences) aimed
at popularizing the project theme in high schools and Universities of the Republic of
Kazakhstan;⚫

June, 2023 – preparation of the analysis on implementation of courses “Climate and Life”
in Universities and Secondary Educational Institutions of the Republic of Kazakhstan;⚫

July – August, 2023 – preparation of publications in ranking journals on results ofresearch "Promoting Teacher Education for Climate Change Education in Abai KazNPU;⚫

September, 2023 – preparation of “Guidance on development of Teacher Training
Strategy on Climate Change;”⚫

October, 2023 – to organize events (meetings, trainings, workshops, etc.) to disseminate
the “Teacher Strategy Development Guide on Climate Change;”⚫

November, 2023 – to organize and conduct a series of activities using the projectapproach as a means of involving pupils and young people in practical activities,
developing their capacity for creative thinking in planning and taking social measures tocontribute to solving the problem of “climate change;” and⚫

December, 2023 – preparation of the annual report.

REFERENCES[1] Shakirova N. D., Formation of knowledge about the environment based on climate

concepts in the context of updated content from geography. Dissertation prepared toreceive a Doctor of Philosophy (PhD) degree. - A., 2021 – - 153 p.
[2] European Commission. Responding to climate change: Sector script for education. -2009.66р.
[3] Rickinson M., Learners and learning in environmental education: A critical review of theevidence. Environmental Education Research.- 2001.-№7.- 207- 320 p.
[4] Annual Kazakhstan climate monitoring and change bulletin: 2019 год. – 2019. - Nur-Sultan,
2020. - 62 p.
[5] Seventh national communication and third biennial report of the Republic of Kazakhstan.
UN Framework Convention on Climate Change. - Astana, 2017. - 304 p.
[6] Annual bulletin of monitoring the state and climate change of Kazakhstan: 2020. - NurSultan, 2021. - 67 p.
[7] Scott W., & Vare P., Education for sustainable development: Two sides and an edge. DEA
Thinkpiece. Development Education Association.- London.- 2008.-78 р.

54 | ATECCE PROJECT INTERIM REPORT[8] Heimilch J., & Ardoin, N., Understanding behavior to understand behavior change: A
literature review. Environmental Education Research.- 2008.-№14.- Р. 215- 237

55 | ATECCE PROJECT INTERIM REPORT

Report from Malaysia
7.Content
The Effect of the Lechadiss Technique on Climate Change
Content Knowledge among Preservice Teachers
Nooraida Yakob, Munirah Ghazali, Nidhoil Mohamed Ibrahim, Tengku Shahrom andTengku Shahdan
Al-Bukhary International University, Malaysia

ABSTRACTThis study investigates the Lechadiss technique's effect on climate change content
knowledge among preservice teachers. A total of 24 preservice teachers were selected forthis study. Their selection was based on the intact group since they were the only group
registered in the Elementary Science course. This study adopted the quantitative approach
using one group design test. Data was collected by using an essay question. It was distributed
at week 10 and week 15. The intervention for this study, known as the Lechadiss technique,consisted of lectures, hands-on activities and discussion. They also need to produce aparticipatory video (PV). Their answer will be evaluated using a rubric with three categories:
science content, level of understanding and reasoning with four-level: 4- excellent, 3-good,
2-fair and 1-poor. The total score will be used to determine the knowledge mastery aboutclimate change by using the range: 10-12 (excellent), 7-9 (good), 4-6 (fair) and 1-3 (poor).
The findings showed that the Lechadiss technique improved their content knowledge aboutclimate change in terms of content, level of understanding and reasoning. Their PV developed
showed that the students mastered the climate change content knowledge. It is a hope thatthese preservice teachers will be able to gain more knowledge about climate change andimplement the climate change activities in nearer community, especially school children.
Keywords: preeservice teachers, climate change, content knowledge, lecture, hands-on anddiscussion

7.1 INTRODUCTION
7.1.1 Background
Climate change is a 21st-century challenge that needs to be addressed. Climate change candisrupt the world's life since it is growing rapidly beyond natural boundaries. It affected thenatural and societal system. Human activities, especially for economic reasons that are notenvironmentally friendly, have been identified as a contributor factor to climate change.
Because of the tremendous negative impact of climate change, we need to reduce or
minimize the level of climate change through Sustainability Development Goals (SDGs) 13.

56 | ATECCE PROJECT INTERIM REPORTSDGs were set up by United Nations in 2015 to meet the economic, environmental and socialbalance for all members of the UN – to transform our world in a sustainable way.
SDG 13 is about climate change. The purpose of this SDG is to combat climate change andits impact. Based on the UN, the targets are:(a) Strengthen resilience and adaptive capacity to climate-related hazards and natural
disasters in all countries.
(b) Integrate climate change measures into national policies, strategies and planning.
(c) Improve education, awareness-raising and human and institutional capacity on climatechange mitigation, adaptation, impact reduction and early warning.
(d) Implement the commitment undertaken by developed-country parties to the United
Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100
billion annually by 2020 from all sources to address the needs of developing countries
in the context of meaningful mitigation actions and transparency on implementation andfully operationalize the Green Climate Fund through its capitalization as soon as possible.
(e) Promote mechanisms for raising capacity for effective climate change-related planningand management in the least developed countries and small island developing States,
including focusing on women, youth, and local and marginalized communities.
(https://www.un.org/development/desa/disabilities/envision2030-goal13.html)
7.1.2 Operational Definition of Climate Change
As for preservice teachers, they need to understand the meaning of climate change. If they
have a misunderstanding about climate change concept, then it will be inherited by theirstudents in the future. Thus, knowledge about climate change is fundamental. They need tohave an excellent understanding of the climate change concept. Based on Le Treut et al.
(2007), the climate system is a complex, interactive system consisting of the atmosphere, land
surface, snow and ice, oceans and other bodies of water and living things. They also statedthat the atmospheric component of the climate system most obviously characterizes climate.
Singh (1995) defined that atmospheric component consisted of nitrogen, oxygen, carbon
dioxide and traces of the noble gases (argon, krypton, xenon, neon and helium) plus water

vapor, traces of ammonia, organic matter, ozone, various salts and suspended solid particles.
Climate is deﬁned as 'average weather' since it is statistic weather for an extended period(NASA, 2005). Climate change is a change in the pattern of weather, and related changes inoceans, land surfaces and ice sheets, occurring over time scales of decades or longer(Australia Academy of Science, n.d). Climate change is any change in average weather thatlasts for an extended period of time, like warming temperatures (EPA, 2016). Thus, it can beconcluded that climate change is a change of weather that does not happen in one day but
happens in the long run – for more than one year.
Besides climate change definition, preservice teachers also need to know the causes ofclimate change. They must understand that the main reason for climate change is greenhousegaseous. Greenhouse gaseous (GHG) can be divided into two types (Yue & Goa, 2018).

57 | ATECCE PROJECT INTERIM REPORTNatural Greenhouse Gaseous
Natural greenhouse gaseous such as carbon dioxide, methane, water vapour and nitrous
oxide naturally exist in our atmosphere. Its purpose is to retain heat to maintain the earthtemperature to ensure all living things can survive. If we do not have natural greenhousegaseous, the earth's temperature will drop to freezing temperature. Thus, all living things will
freeze!
Man-made Greenhouse Gaseous
While man-made greenhouse gaseous are synthetic greenhouse gaseous. For example:•

burning coal, oil and gas for energy, transport and heat produced more carbon dioxide(CO2) to the atmosphere;•

decomposition of waste in landfills, use of commercial and inorganic and organic
fertilizers produce methane (CH4) and nitrogen dioxide (NO2); and•used of the fridge and air-condition produced chlorofluorocarbons (CFCs),
hydrofluorocarbons (HFCs), perfluorocarbons (PFCs) and sulphur hexafluoride (SF6).
Human activities include fossil fuel burning, deforestation, decomposition of waste in the“pumping” more 'greenhouse gases' into the atmosphere, and changing the level of natural
greenhouse gases (Darkwah et al., 2018). These greenhouse gases will act as a “blanket” tothe earth's atmosphere, which traps heat from the sunlight. As a result, the earth's
temperature will increase. This process takes a long period. Because of this, our earth's
temperature will increase year by year. As reported by UNFC (2007), the main characteristics
of climate change are:•increases in average global temperature (global warming);•changes in cloud cover and precipitation, particularly over land;•melting of ice caps and glaciers and reduced snow cover; and•increases in ocean temperatures and ocean acidity – due to seawater absorbing heat andcarbon dioxide from the atmosphere.
Preservice teachers must know and understand this information. Once they have a good

grasp of climate change content knowledge, it could be easier for them to explain why weneed to be bothered about climate change. Thus, the purpose of the study is to investigate
preservice teachers' content knowledge about climate change and the reasons for the effectof climate change.

7.2 METHODOLOGYThis study uses a quantitative approach with a single group design. A total of 24 preservice
teachers involved in this study from Albukhary International University. They were from Malaysia(10), Indonesia (7), Thailand (3), Liberia (3) and Ghana (1). Their age is between 19-23 years old.
They were high school graduates. This sample selected was based on intact group since this is the
only group registered in this course, Elementary Science. In this course, they learned about theecosystem, including climate change. They learned about climate change thru Lachesis (lecture,

58 | ATECCE PROJECT INTERIM REPORT

hands-on activity and discussion) technique as an intervention. This technique consisted of 2hours of lecture, 1-hour hands-on activity and 1-hour discussion.

To measure their content knowledge about climate change, they were given an essay
question at week 10 (before the intervention) and week 15 (after the intervention). Theiranswer will be evaluated using a rubric with three categories: science content, level ofunderstanding and reasoning with four levels: 4- excellent, 3-good, 2-fair and 1-poor. The
total score will be used to determine the knowledge mastery about climate change by using
range: 10-12 (excellent), 7-9 (good), 4-6 (fair) and 1-3 (poor). The data also will be analysedusing percentage and paired-sample t-test. Besides, they also need to produce a participatory
video (PV) where students develop their own video about climate change. With this video,
they need to explain about climate and need to explore any activities related to climatechange.

7.3 RESULTS AND DISCUSSIONS
By using total score, majority of preservice teachers (37.5%) did not have a good knowledgeof climate change. Their knowledge of climate change was poor and fair. After having lecture,
hands-on activity and discussion, their knowledge about climate change was improved.
About 25.0% of them has fair knowledge about climate change. About 50.0% have goodknowledge about climate change, and 25.0% have excellent knowledge about climate change(Table 7.1). It is important to ensure that the data was normally distributed, before runningthe paired sample t-test. The result showed that the data was normally distributed since thevalue of kurtosis and skewness was between -2 to +2 for all categories: science content, levelof understanding and reasoning. Table 7.2 showed the mean score for each category.
Table 7.1 Overall score
Poor
Fair
Good
Excellent

Pre
9
9
6
0

Post
0
6
12
6

%(Pre)
37.5
37.5
25
0

%(Post)
0.00
25.00
50.00
25.00

Table 7.2 Mean score

59 | ATECCE PROJECT INTERIM REPORTIt can be concluded that there was an increasing score between before and after LecHaDissintervention for content, level of understanding, reason and for overall score. To determine
whether LecHaDiss intervention influence the preservice teachers’ content knowledge aboutclimate change, paired sample t-test will be used. The result showed that LecHaDissintervention was effective on preservice teachers’ content knowledge about climate change.
Refer to Table 7.3.
The result showed that for climate change content, level of understanding and reasoning,
there was a significant difference in mean score before and after LecHaDiss intervention.
Thus, it can be concluded that LecHaDiss intervention able to give positive effect onpreservice teachers’ content knowledge about climate change. For the PV, unfortunately only
one group submitted. This PV was done by 3 preservice teachers who were in the categoryof excellent and good content knowledge about climate change. In their video, they explain
what climate change is and how their campus support to mitigate the effect of climate change.
Their PV showed that they understand about content knowledge and they can relate what
they have learned in a classroom can be related to their campus living.
LecHaDiss intervention consisted of lecture, hands-on activity and discussion. These threetechniques help the preservice teachers improve their content knowledge about climatechange. The lecture method was the most appropriate technique for preservice teachers haveknowledge about climate change since it involved lots of abstract concepts. As mentioned
by Zakirman et al. (2019), with this technique, information can be clearly explained by alecturer and accommodate all students with various level of ability. In addition, a lecture could
promote long-term retention of information (McKeachie et al., 2006).
After having a lecture, a discussion is needed since Nystrand (2006) claimed that having
discussion during lecture will facilitate students’ learning. According to Sybing (2015),
discussion provide students with a platform to participate in their learning process. Thus, by
having a discussion at the end of lecture help these preservice teachers exchange ideas andinformation about climate change. Their learning process towards climate change would be
more fun and interesting. As mentioned by Khalid et al. (2018), with discussion, students will
not rely on rate learning. Thus, with the discussion, they talk more about the climate change.
Because of this, their knowledge and understanding about climate change has been
improved.
Table 7.3 Paired sample test on content, understanding and reasoning about climate change

60 | ATECCE PROJECT INTERIM REPORTWhile for the hands-on activities, it gives preservice teachers direct experience in doing theactivities. This type of activities gives students educational experience since they are actively
involved in manipulating the objects to gain knowledge and understanding since it gavethem opportunities to do the activities. (Haury & Rillero, 1994). Thus, the climate change
activities help the preservice teachers build their own new understandings about climatechange through learning by doing. With the content knowledge and experience from theactivities, their knowledge about climate change was increase. As mention by Mageswary etal. (2015), students’ knowledge can be enhanced through climate change activities. The
hands-on activities also gave preservice teachers opportunities to have social interaction
where they can have discussion.
Climate change is a global issue. Everybody needs to take part to mitigate the effect ofclimate. LecHaDiss is one of the techniques that could help these preservice teachers enhancetheir knowledge about climate change. Thus, as preservice teachers, they need to master the
climate change content knowledge. It is very important since they will be future teachers that
disseminate the content of climate change and helping future generations for sustainability.

7.4 NEXT STEPS
7.4.1 Detailed Working Plan from July 2022•

A study on non-science preservice teachers’ knowledge and awareness on climatechange.

•Training non-science preservice teachers’ knowledge and awareness on climate change.

•

Designing and planning activities on climate change by preservice teachers.

•Compilation of activities on climate change by preservice teachers.

•

Implementation of climate change activities with school children.

•

Field trip to Okayama University.

7.4.2 Upcoming Timeline and Deliverables•

July 2022: Development and distribution of questionnaire on non-science preservice
teachers’ knowledge and awareness on climate change (pre-training).

•

August – September 2022: Trainings and workshops to non-science preservice teachers
on climate change education.

•

October 2022: Development and distribution of questionnaire on non-science•

preservice teachers’ knowledge and awareness on climate change (post training).
November 2022: Analysis data of questionnaire on non-science preservice teachers’
knowledge and awareness on climate change.

•

December 2022: Reporting of the study on non-science preservice teachers’ knowledge
and awareness on climate change.

•

January – February 2023: Designing and planning activities on climate change bypreservice teachers.

•

Mar – May 2023: Compilation of activities on climate change by preservice teachers.

61 | ATECCE PROJECT INTERIM REPORT•

Jun – August 2023: Implementation of climate change activities with school children by
preservice teachers.

•

September – October 2023: Field trip to Okayama University with the preservice
teachers.

•

November – December 2023: Reporting and documentation.

REFERENCES
Australia Academy of Science.
https://www.science.org.au/learning/general-audience/science-booklets-0/scienceclimate-change
Darkwah, Williams Kweku & Odum, Bismark & Addae, Maxwell & Koomson, Desmond &Kwakye Danso, Benjamin & Oti-Mensah, Ewurabena & Asenso, Theophilus & Buanya, Beryl.
(2018). Greenhouse effect: Greenhouse gases and their impact on global warming. Journalof Scientific Research and Reports, 17, 1-9. 10.9734/JSRR/2017/39630.
Haury, D. L., & Rillero, P. (1994). Perspectives of hands-on science teaching.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-toc.htm
Khalid Abdulbaki, Muhamad Suhaimi , Asmaa Alsaqqaf, & Wafa Jawad (2018). The use of the
discussion method at university: Enhancement of teaching and learning. International

Journal of Higher Education, 7(6), 118. doi:10.5430/ijhe.v7n6p118
Le Treut, H., Somerville, R., Cubasch, U., Ding, Y., Mauritzen, C., Mokssit, A., Peterson, T., &Prather, M. (2007). Historical overview of climate change. In S. Solomon, D. Qin, M. Manning,
Z. Chen, M. Marquis, K. B. Averyt, M. Tignor & H. L. Miller (eds.). Climate Change 2007: The

Physical Science Basis. Contribution of Working Group I to the Fourth Assessment Reportof the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press.
Mageswary, K., Roth W. M., & Mohd Nor Syahrir Abdullah (2015). Enhancing primary school
students’ knowledge about global warming and environmental attitude using climatechange activities. International Journal of Science Education, 37(1), 31–54.
McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, andtheory for college and university teachers. Boston: Houghton-Mifflin.
NASA. (2005). What's the difference between weather and climate?
https://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html
Nystrand, M. (2006). Research on the role of discussion as it affects reading comprehension.

Research in the Teaching of English, 40(4), 392–412.
Singh, H. B. (1994). Chemistry, and climate of the atmosphere. 2 : Mean properties ofatmosphere. Van Nostrand Unclas Reinhold, 32.
https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19960008864.pdf
Sybing, R. (2015). Considerations for discussion activities for beginner EFL learners. Journal of

the Nanzan Academic Society, 98, 163-169.
UNFC on Climate Change. (2007). Climate change: Impacts, vulnerabilities and adaptation indeveloping countries.

62 | ATECCE PROJECT INTERIM REPORTYue, X. L., & Gao, Q. X. (2018). Contributions of natural systems and human activity togreenhouse gas emissions. Advances in Climate Change Research, 9(4), 243-252.
https://doi.org/10.1016/j.accre.2018.12.003.
Zakirman, Lufri, & Khairani (2019). Factors influencing the use of lecture methods in learning
activities: Teacher perspective. Advances in Social Science, Education and Humanities

Research, 178, 4-6.
https://www.un.org/development/desa/disabilities/envision2030-goal13.html

63 | ATECCE PROJECT INTERIM REPORT

Report from Malaysia
8. The Effect of STEM-PBL on Students’ Knowledge andContent
Awareness on Climate Change
Munirah Ghazali1), Rabiatul-Adawiah Ahmad Rashid2), Nooraida Yaakub1), Wahyu2) andRo’azeah Md Napeah2)
1) Al Bukhary International University, Malaysia
2) Universiti Sains Malaysia, Malaysia

ABSTRACT
Climate change is not a new issue, as it has been occurring since the 1970s. The world
requires a society that is knowledgeable and aware of the issue of climate change to ensurea sustainable planet is inherited to the future generations. This study uses STEM-PBL as oneof the interventions to raise students’ knowledge and awareness of global concerns
awareness as well as their ability to solve problems concerning such issues. This study
employed a pre-experimental design with pre- and post-testing of a single group (one group,
pre-test and post-test design). In this study, there was only one group, which is theexperimental group, which received STEM-PBL intervention. The population of this study wereform four students who undergone the KSSM Form Four Science syllabus containing topic 4:“Green Technology in Preserving Nature” and this topic can be linked to climate change.
Respondents of this study were 30 form four students from selected schools. One adopted
questionnaire was used to measure the effects of STEM-PBL on students’ knowledge andawareness as well as the correlation between students’ knowledge and awareness of climatechange. This study reveals that students' knowledge and awareness of climate change has
improved because of the strength of STEM-PBL learning strategies. It increases students'
knowledge more visually by conducting structured activities and focusing on productcreation that requires students to think using their knowledge content. Without highawareness these mitigation and adaptation measures cannot be done because they require
not only individual support, but also cooperation and collaborative efforts among manyagencies and parties.
Keywords: secondary students, knowledge, awareness, STEM-PBL learning

8.1 INTRODUCTIONThe UNESCO climate change initiative 2013 was launched by Director-General Irina Bokova
at the 15th UN Framework Convention on Climate Change (UNFCCC COP15) in its
programme “Climate Change Education for Sustainable Development.” This programme aims
to make climate change education one of the most important agenda items in theinternational response to climate change. The initiative aims to develop “climate literacy”
among young people and increase awareness of the implications of global warming.
64 | ATECCE PROJECT INTERIM REPORTStrengthening the capacity of member states to provide quality climate change education,
promoting innovative teaching approaches to integrate climate change education in schools,
raising awareness of climate change and enhancing non-formal education programmes
through media, networks and partnerships are all methods of intensifying efforts.
Malaysia, particularly in the context of accountability on climate change issues, hasformulated a national climate change policy that serves as a framework to organise and assist
government agencies, industry, communities and stakeholders in a comprehensive andintegrated manner in addressing the challenges of climate change (NRE, 2010). According to
the policy (NRE, 2010), key action will be taken to implement formal and informal systematiclearning to raise awareness on climate change. Multiple approaches will be used with the
involvement of various parties, including non-governmental organisations (NGOs) and local
community organisations (CBOs), as well as the media (NRE, 2010). Other strategy is byenhancing cooperation between the government and the private sector, including corporate
responsibility, and targeting special groups (UNESCO, 2009).
Climate change is not a new issue, as it has been occurring since the 1970s. The world
requires a society that is knowledgeable and aware of the issue of climate change to ensurea sustainable planet is inherited to the future generations. However, more efforts in this area
is needed since previous research has revealed low percentage of community’s awarenessacross the country. It is difficult to obtain an analysis in Malaysia that is relevant to thecommunity's knowledge or understanding of climate change due to the paucity of research
conducted on the topic. In Malaysia, the implementation of such studies is found to be very
subpar. The majority of climate change research is limited in scope, focusing on a single
component. These studies do not address all elements that contribute to climate change.
Examples include research on global warming and the greenhouse effect, among others.
Nonetheless, several studies examine the extent of climate change misconceptions, such asa study conducted by Mohamad and Zurida (2010) entitled “Views and understanding oftrainee teachers on climate change,” which found that approximately three-quarters of prescience services teachers (77.2%) believe that trapped sunlight contributes to climate change.
27.5% of pre-service science teachers believe that atmospheric surface ozone can operate asa greenhouse gas. This is likely because ozone is typically characterised as a protective gas
rather than a pollutant. This demonstrates that pre-science services teachers have afundamental misunderstanding of the elements that lead to climate change.
This study will use STEM-PBL as one of the interventions to raise students’ knowledge andawareness of global concerns awareness as well as their ability to solve problems concerning
such issues. Specifically, the objectives of this study are as follows:⚫ To examine the effects of STEM-PBL on students’ knowledge of climate change.
⚫ To examine the effect of STEM-PBL on students’ climate change awareness.
⚫ To examine the correlation between students’ climate change knowledge and awareness.
The following is a list of the null hypotheses tested at a significance level of 0.05 in thisstudy.

65 | ATECCE PROJECT INTERIM REPORTHo1 There were no significant differences between students’ climate change knowledge

before and after STEM-PBL interventions.
Ho2 Before and after receiving STEM-PBL interventions, students’ awareness of climatechange did not differ significantly.
Ho3 There is no significant correlation between students’ climate change knowledge andawareness.

8.2 METHODOLOGY
8.2.1 Research Design
This study applied a quantitative methodology. This study employed a pre-experimental
design with pre- and post-testing of a single group (one group, pre-test and post-test design).
In this study, there was only one group, which is the experimental group, which received
STEM-PBL intervention. Experimental study design can be used to evaluate theeffectiveness of teaching methods (Creswell, 2005). Data were collected using questionnaires
and the analysis of this study used SPSS version 24.
8.2.2 Population and Sampling
The population of this study were form four students who undergone the KSSM Form FourScience syllabus containing topic 4: “Green Technology in Preserving Nature” and this topic
can be linked to climate change. Respondents of this study were 30 form four students fromthe schools that have been selected, where the students were given STEM-PBL learningtechnique interventions on climate change topics as part of their study. The diagram (Fig.
8.1) shows an overview of the pre-test and post-test design of a single group.
After the pre-test is conducted, the STEM-PBL learning approach were implemented in thisexperimental group. The first post-test was conducted soon after the students havecompleted the STEM-PBL learning approach, and the second post-test was conducted five
weeks after the intervention has been implemented. In this study, differences between preand post-test scores for each variable were compared. These differences were evaluated todetermine the effect of STEM-PBL learning on students' climate change knowledge andawareness.
8.2.3 Research Instrument
The instrument for this study were questionnaire. One adopted questionnaire was used tomeasure the effects of STEM-PBL on students’ knowledge and awareness as well as theO : Pre-Test
O1 : Post Test 1
O2 : Post Test 2
X : STEM-PBL Intervention
Fig. 8.1 Design of one group’s pre-test and post-test

66 | ATECCE PROJECT INTERIM REPORT

correlation between students’ knowledge and awareness of climate change. Section A for thequestionnaire includes the demographic part while section B for the knowledge and section
C for awareness of climate change.

8.3 RESULTS AND DISCUSSIONS
8.3.1 Results
The quantitative data analysis used statistical analysis of SPSS software version 24. Overall,
the reliability value obtained with the Cronbach's Alpha value score is at ∝ => 0.7 whichindicates the items are at a good and acceptable level and can produce consistent andreliable results.
In this study, a paired t-test (Paired sample t-Test) was used to compare the mean scores ofthe same group of people in two different situations. This test was applied to determine thedifference between a student's pre-test and post-test scores. The two tests of mean scores
will be compared to see whether there are differences in students' knowledge and awarenessof climate change. According to Chua (2011), this t-test is typically used to evaluate studies
that apply the pre-post-test procedure.
The Pearson-r correlation test was utilized to examine the relationship between climatechange knowledge and awareness. In addition, the value of the correlation coefficient (r) was
utilised to determine the strength of the relationship between students' climate change
knowledge and awareness.
8.3.2 Data Analysis
The analysis included the gender and race of the respondents. Female students dominate
male students by 60 % (18 students). While the percentage of male students were 40%, thepercentage of female students were 60% (12 students). There were just two races of the
respondents in this study, the Malay, and the Chinese. The Malays dominate the other racesby 96.7% (29 people). While followed by the Chinese which was 3.3% (1 person) only, thedata are normally distributed.
The Shapiro-Wilk test is applied because all the data in this study had a normal distribution.
The selection was because there were 30 samples in this study. If the p-value for the ShapiroWilk test is greater than 0.05, then the data are normally distributed. If p is less than 0.05,
however, the data distribution is not normal.
8.3.3 Findings
Table 8.1 showed that the p-value for pre-test and post-test is p> .05, then it can beconcluded that the data for pre-test and post-test are normally distributed. Table 8.2 showedthat the pre-test and post-test p values were .059 and .368 respectively, indicating a p-value>.05. Therefore, it may be concluded that both the pre-test and post-test data are normally
distributed.
The paired t-test was applied to answer the research question of whether there is adifference in the students' knowledge before and after undergoing the treatment. The results

67 | ATECCE PROJECT INTERIM REPORTTable 8.1 Pre- and post-knowledge normality tests on climate change
Shapiro Wilk
Test

Statistic

df

sig

Pre

.192

30

.017

Post

.921

30

.029

Table 8.2 Pre- and post-awareness normality tests on climate change
Shapiro Wilk
Test

Statistic

df

sig

Pre

.933

30

.059

Post

.963

30

.368

Table 8.3 Table shows mean scores for knowledge constructs
Element

Test

Mean

N

Standard
Deviation

Standard
Error Mean

Knowledge

Pre

33.90

30

9.55

1.74

Post

39.10

30

13.08

2.39

of Table 8.3 showed that the mean value for the pre-test was 33.90 (S.D = 9.55) and that forthe post-test, it was 39.10 (S.P = 13.08). The results showed an increase in mean scores
between the pre-test and post-test when the intervention was conducted.
Table 8.4 showed that there was a significant difference in mean scores for students'
knowledge before (M = 33.90, S.P = 9.55) and after the STEM -PBL intervention (M = 39.10,
S.D = 13.08) with a value of t (29) = -2.114, p = 0.043, p <.05. The findings showed that there
was an increase in the mean score of -5.200 with a 95% confidence interval. The size effect is
0.13 which indicates a small size effect. Based on the value of p <.05, the null hypothesis isrejected. It can be concluded that STEM-PBL interventions are effective in improving students'
knowledge of climate change.
The paired t-test was applied to answer the research question of whether there is anawareness of students towards climate change before and after undergoing the treatment.
As shown in Table 8.5, Pre-test mean value was 32.37 (S.D = 5.32) for Table 7, whereas posttest mean value was 33.0 (S.D = 5.04).
Table 8.6 showed the result of students’ awareness after undergoing the intervention STEM
-PBL (M = 33.00, S.D = 5.038) with t = 2.102, p = 0.044, and p .05. The findings indicated anincrease in the mean score of 0.633 with a confidence interval of 95%. The size effect valueof 0.13 represents a small size effect. The null hypothesis is rejected based on the value thatp <.05. It can be concluded that STEM-PBL programmes increase students' awareness ofclimate change effectively. After students underwent the STEM-PBL intervention, there wasa moderate and significant positive relationship. The results of Table 8.7 indicated asignificant connection between students' knowledge and awareness of climate change after
the STEM-PBL intervention, with a p = .016, p <.05. The null hypothesis is therefore rejected.
The Pearson-r coefficient is 0.436, indicating a moderately positive relationship between
students' climate change knowledge and awareness.
68 | ATECCE PROJECT INTERIM REPORTKnowledge

Table 8.4 Paired t-test for knowledge
Difference paired
MeanStandardt
Deviation
Pre-post-5.20013.47-2.114

df

sig

29

.043

Table 8.5 Means score for students’ awareness
Element

Test

Mean

N

Standard
Deviation

Standard
Error Mean

Awareness

Pre

32.37

30

5.321

.971

Post

33.00

30

5.038

.920

Table 8.6 Paired t-test for awareness
Difference Paired

Awareness

PrepostMeanStandard
Deviation

t

df

sig

-.633

1.65

-2.10229.044

Table 8.7 The correlation between knowledge and awareness in climate change
Variable
Knowledge

Pearson-r

Knowledge

Awareness

1

.436

sig
N

.016
30

30

8.3.4 Discussions
This study reveals that students' knowledge of climate change has improved because of thestrength of STEM-PBL learning strategies. It increases students' knowledge more visually byconducting structured activities and focusing on product creation that requires students tothink using their knowledge content. STEM-PBL treatments are recommended as a mediumthat provides a real and practical learning experience so that students could feel and address
real challenges with the provided knowledge (Capraro et al, 2016).
Among the factors that can improve students' awareness of climate change is engaging
them in practical or hands-on activities, so that they can obtain personal experience in dealing
with challenges such as climate change, in STEM-PBL learning. As mentioned by Kolb (1984)
experiential-based activities centred on students will encourage students to ask questions,do experiments, make analogies, hypothesis and as such.
This study indicated that despite in small size of awareness, students' awareness still
has increased. It was believed that since the STEM-PBL method's design of activities has
adopted the 5E learning cycle for the organisation of STEM-PBL activities, students were
exposed to concrete problems and effects/consequences of the issue of climate change
through this project subsequently develop adaptation or mitigation strategies. Indirectly,
students' awareness will increase after studying the implications and finding solutions to thisclimate change issue. Furthermore, the study also found out that there is a relationship
69 | ATECCE PROJECT INTERIM REPORTbetween students’ knowledge and awareness, although the correlation between knowledge
and awareness in this study is relatively moderate.
8.3.5 Conclusions
High awareness of climate change is very important as the world is undergoing drasticchange and thus, there is needs for immediate mitigation and adaptation measures. Withouthigh awareness these mitigation and adaptation measures cannot be done because theyrequire not only individual support, but also cooperation and collaborative efforts among
many agencies and parties. In fact, it is also the main objectives of the national climate change
policy strengthen institutional and implementation capacity reducing the negative impactsof climate change (NRE, 2010). However, prior to awareness, sufficient knowledge related toclimate is needed. With this regard, researchers strongly emphasize that activities such as
STEM-PBP are carried out to increase students' knowledge and awareness.

8.4 NEXT STEPS
8.4.1 Detailed Working Plan from July 2022•
A study on non-science preservice teachers’ knowledge and awareness on climate change.
•
Training non-science preservice teachers’ knowledge and awareness on climate change.
•
Designing and planning activities on climate change by preservice teachers.
•Compilation of activities on climate change by preservice teachers.
•
Implementation of climate change activities with school children.
•
Field trip to Okayama University.
8.4.2 Upcoming Timeline and Deliverables•

July 2022: Development and distribution of questionnaire on non-science preservice
teachers’ knowledge and awareness on climate change (pre-training).

•

August – September 2022: Trainings and workshops to non-science preservice teachers on
climate change education.

•

October 2022: Development and distribution of questionnaire on non-science preservice
teachers’ knowledge and awareness on climate change (post training).

•

November 2022: Analysis data of questionnaire on non-science preservice teachers’
knowledge and awareness on climate change.

•

December 2022: Reporting of the study on non-science preservice teachers’ knowledge and•awareness on climate change.
January – February 2023: Designing and planning activities on climate change by preservice
teachers.

•

Mar – May 2023: Compilation of activities on climate change by preservice teachers.

•

Jun – August 2023: Implementation of climate change activities with school children by
preservice teachers.

•

September – October 2023: Field trip to Okayama University with the preservice teachers.

•

November – December 2023: Reporting and documentation.

70 | ATECCE PROJECT INTERIM REPORTREFERENCES
Capraro, R. M., Capraro, M. M., & Morgan, J. (Eds.) (2013). Project based learning: An

integrated science, technology, engineering and mathematics (STEM) approach (2nd ed.).
Rotterdam: Sense.
Chua, Y. P. (2011). Kaedah Penyelidikan Edisi Kedua. Malaysia: McGraw-Hill.
Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, anddilemmas. Research in organizations: Foundations and methods of inquiry, 2, 315-326.
Kementerian Sumber Asli dan Alam Sekitar Malaysia (NRE), Malaysia. (2010). Dasar Perubahan

Iklim Negara = National Policy on Climate Change. Putrajaya.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning anddevelopment. Englewood Cliffs, New Jersey: Prentice-Hall.
Leiserowitz, A. A., Smith, N., & Marlon, J. R. (2010). Americans’ knowledge of climate change.
Yale Project on Climate Change Communication.
Maria Salih (2010). Climate cool schools project in Malaysia: Creating awareness andunderstanding of climate change. Asia-Pacific Center of Education for International
Understanding under the Auspicious of UNESCO. No.17.
Mohamad Termizi Borhan dan Zurida Hj Ismail. (2010). Literasi iklim: Pandangan dan
kefahaman guru-guru pelatih tentang perubahan iklim. Jurnal Pendidikan Sains. DP. Jilid
10, Bil. 1/2010.
UNESCO. (2009). UNESCO climate change initiative: Climate change education for sustainable

development. Paris: UNESCO.

71 | ATECCE PROJECT INTERIM REPORT

Report from Mongolia
9.Content
Analysis for Climate Change Education into Teacher Education
Curricula
Uuriintuya Dembereldorj1), Dulguun Jargalsaikhan2), Batchuluun Yembuu1), Lkhagvasuren
Munkhtuya1), Amartuvshin Deleg1), Oyunbileg Dorjsuren1) and Davaadorj Davaasuren1)
1) Mongolian National University of Education, Mongolia
2) National University of Mongolia, Mongolia

ABSTRACT
Education for Sustainable Development (ESD) is an integral component of the SDG Target
4.7 and is recognized as an enabler of all other Sustainable Development Goals. UNESCO has
been assisting countries in integrating sustainability issues into education through ESD. While
information of teacher education (TE) programmes' development on ESD and associatededucational techniques has grown, there is still a huge need for a deeper understanding of
the extent to which programmes address sustainability issues in programmes and curricula.
This study satisfies that demand. It presents the findings of a study that looked at how ESD
issues, particularly climate change and biodiversity, were integrated into undergraduate
courses at the Mongolian National University of Education (MNUE). MNUE is a national
teacher training institution, which has been carrying a leading role in preparing teachers andprofessionals in the education sector. There are about 52 academic programmes for preparingthem.
The goal of this study is to look at how ESD and Climate Change Education (CCE) areintegrated into teacher education programmes and even course curricula at MNUE. In orderto fulfill the goal, 24 programmes/course curricula has been chosen based on the mastery ofcore subjects in a 21st century, such as natural science programmes (geography, biology,
chemistry, physics, mathematics and informatics), primary education programmes (naturalscience and social science), preschool programme, social science programmes (English,
Japanese and Chinese). In the frame of the study, we used systematic analysis methodology.
We anticipate that the findings will show that biology, chemistry, physics and geography
curricula are the most likely to include environmental content, with the perception of inclusionin other curricula being fairly low.
Keywords: climate change education, teacher education curricula, integration of ESD,
sustainability issues, course curricula

9.1 INTRODUCTION
ESD, at the core of the SDG 4 Target 4.7, aims to ensure that all learners acquire the72 | ATECCE PROJECT INTERIM REPORTTable 9.1 ESD/CCE-related terms that we have collected
General environment cluster
Biodiversity cluster
Climate change cluster

Sustainability cluster

Ecosystem, environment, ecology, habitat, atmosphere, weather, water
Biodiversity
Greenhouse gases, global warming, climate change, climate crisis,carbon, methane, greenhouse effect, carbon footprint, pollution,
emissionsSustainable development, ESD, adaptation, mitigation, renewable
resource, energy

knowledge and skills needed to promote sustainable development. In addition, thestrengthening of teachers’ capacities is one of the key themes to be reflected in the ESD
policies of countries when countries are taking a holistic approach to advance the SDG Target
4.7, which is one of the key targets in the SDGs that addresses the purpose and quality ofeducation. Recognizing the significance of education in promoting sustainable development,
Mongolia has developed a number of policies and initiatives relating to ESD and CCE.
Furthermore, many kinds of projects and campaigns have been implemented by internationaland national organizations such as UN, UNESCO and UNDF to raise public awareness andincrease education initiatives about ESD and CCE. Raising public awareness and increasing
education initiatives is one of the most important ways to adapt and mitigate climate change.
Teachers are the key to achieving all of the SDG 4 targets and preparing students to become
responsible citizens capable of working towards an environmentally sustainable, globallyinterconnected, equitable and diverse society.
Keyword searching was used to identify environment related text in the documents, inclusters of words related to ‘environment’, ‘biodiversity’, ‘climate change’ and ‘sustainability’.
Steps were taken to reduce the likelihood of identifying more general references to terms
such as ‘environment’ and ‘climate’ which can have more than one meaning. For example,
terms searched included ‘environmental’ not ‘environment’ and ‘climate change’ not ‘climate’(Table 1). This was undertaken using the specialized data information management software
NVivo11 for documents in Mongolian. A series of matrix queries enabled analysis of keyword
results by document type, programme and curricula. Results on keyword frequencies werestandardized per million words to take into account the respective length of documents.

9.2 METHODOLOGYThis study discusses how climate change issues and related concepts are dealt with in thecurrent curricula of MNUE. Within the curricula, both standards and curricula ofundergraduate level have been analyzed in terms of extent and scope. This provides aninsight into how CCE is integrated into the different disciplines of the natural sciences, social
studies, humanities and civic and moral education. In total, we have chosen 20 curricula.
MNUE is one of the largest universities in Mongolia and it has 8 schools such as School ofSocial Sciences and Humanities, School of Mathematics and Natural Sciences, Teacher’s
School, School of Fine Arts and Technology, School of Physical Education, School of PreSchool Education, School of Educational Studies and Teachers School Arkhangai Province.

73 | ATECCE PROJECT INTERIM REPORTOur university is a national teacher training institution, which has been carrying a leading rolein preparing teachers and professionals in the education sector. Today the University boasts
more than 15,000 students of postgraduates and undergraduates. Moreover, there are about
29 academic programmes for preparing teacher and 12 academic programmes for preparing
professionals in the education sector. In other words, the University recommends over 30
kinds of teacher profession such as math teacher, foreign language teacher, chemistry teacher,history teacher and so on.
Content capacity of undergraduate programmes has to be more than 120 credits and its
content consists of general foundation courses, teacher education courses and professionalcourses. In total, 120 credits are as follows:
I. General foundation courses – 25 credits
1. Compulsory courses – 21 credits
2. Elective courses – 4 credits
II. Teacher education courses – 21 credits
1. Compulsory courses – 14 credits
2. Teacher education practicum – 3 credits
3. Elective courses – 4 credits
III. Professional courses – 78 credits
1. Compulsory courses – 70 credits /It includes 5 credits experiment teaching practicum
and 5 credits teaching practicum/
2. Elective courses – 8 credits
In this research work, we have chosen 24 course curricula for undergraduate students of
MNUE who are majoring as a teacher. The study was carried out from 2021 to 2022.

9.3 CONCLUSION
The conclusion related to the research objectives shows that there is a diverse point that
implementation of the course curricula, we have chosen, in teacher training.

REFERENCES[1] Jadamba, B. (2012). Education for sustainable development practice in Mongolia,
Ulaanbaatar, Mongolia.
[2] Jadamba, B, (2018). Equality education for sustainable development. Ulaanbaatar,
Mongolia.
[3] Mongolian National Programme. (1997). Ecological education for all, Ulaanbaatar,
Mongolia.
[4] Mongolian National Programme. (2018). Education for sustainable development,
Ulaanbaatar, Mongolia.
[5] State Great Hural of Mongolia. (2014). Green development policy. Ulaanbaatar, Mongolia.
[6] State Great Hural of Mongolia. (2016). Mongolia sustainable development vision-2030,
Ulaanbaatar, Mongolia.

74 | ATECCE PROJECT INTERIM REPORT[7] The United Nations. (2015). Transforming our world: The 2030 agenda for sustainable

development.
[8] UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris:
UNESCO.
[9] UNESCO. (2018). Integrating education for sustainable development (ESD) in teacher

education in South-East Asia: A guide for teacher educators. Paris: UNESCO.

75 | ATECCE PROJECT INTERIM REPORT

Report from the Philippines
10.
Climate Change Disasters and Education for Sustainable
Content
Development: Modules for the Teachers
Amor Q. de Torres
Capitol University, the Philippines

ABSTRACTThe most important Action Plan component prepared by Team Mindanao is the module
preparation on Climate Change Disasters and Education for Sustainable Development for
Teacher Education. These modules have the following objectives:
1.

Understand multi-disciplinary issues (related to environment, society, economy, wellbeing) associated with climate change, disasters and Education for Sustainable
Development (ESD).

2.

Facilitate school wide disaster preparedness education programme (Using MOVE
Philippines Disaster Preparedness Education Model).

3.

Design contextualized community action learning activities that promote knowledge,
practices, values, skills, issues, motivation and commitments on ESD, Disaster Readiness,
Climate Change Adaptation and Climate Change Mitigation.

Three (3) modules were developed on the following themes:
1. Disaster

Readiness

and

Risk

Reductionthatfocuseson

The

ScienceofTyphoons/Cyclones/Hurricanes its development and effects;
2. Climate Change Adaptations and Mitigations that focuses on Philippines game based
disaster preparedness education; and3. Climate Change Action that focuses on Creative Action o n Climate Change. Each of themodules has 3 sessions: Buy in, Inquiry and Culminating Activity.
The modules were done on time and completed with a presentation during the Third
Meeting of ATECCE held in Mongolia last May 3-5, 2022. Forewords were provided byProfessor Hiroki Fujii, PhD, UNESCO Chair in Research and Education for Sustainable
Development, Director, Okayama University ESD Promotion Centre, Japan and Professor
Ichinose Tomonori, PhD of the National University Corporation Miyagi University of Education.
Keywords: modules, climate change education, teacher education

10.1 INTRODUCTION
The Philippines is at the top of the list of countries prone to natural disasters due to its
geographical position. It is the country most exposed to tropical storms and earthquakes,
and being a developing country, the vulnerability to natural disasters is also most felt
especially by the marginalized communities. It is therefore imperative that Climate Change
76 | ATECCE PROJECT INTERIM REPORTEducation be provided. A module on CLIMATE CHANGE DISASTERS AND EDUCATION FORSUSTAINABLE DEVELOPMENT was prepared aimed for the Teacher Education faculty andstudents. We believe that the teachers would be the key to bring about consciousness andsense of responsibility towards the environment and beyond.

10.2 BACKGROUND
The materials on ESD had been part of the Teacher Education curriculum in the Philippines;
however, it was focused on Disaster Risk Management due to the very many natural calamities
brought about typhoons particularly here in Mindanao. The programmes were more reactive
than proactive. We believe that the current modules on Climate Change Disaster and
Education for Sustainable Development are more comprehensive and proactive. Since this isa report on the modules developed, allow me to do away with some sub-headings such asprevious studies, methodology, purpose, originality, creativity and results and discussion as
they are not applicable to this report of mine.

10.3 THE MODULE
CLIMATE CHANGE DISASTERS AND EDUCATION FOR SUSTAINABLE DEVELOPMENT
Modules for the TEACHERS is a compilation for three modules developed with the following
objectives:(a) Understand multi-disciplinary issues (related to environment, society, economy, wellbeing) associated with climate change, disasters, and ESD.
(b) Facilitate school-wide disaster preparedness education programme (Using MOVE
Philippines Disaster Preparedness Education Model).
(c) Design contextualized community action learning activities that promote knowledge,
practices, values, skills, issues, motivation and commitments on ESD, Disaster Readiness,
Climate Change Adaptation and Climate Change Mitigation.
As envisioned, the modules are for the faculty of the Teacher Education Institutions and theirStudent Teachers.
The foreword from Professor Hiroki Fujii, PhD, the UNESCO Chair in Research and Educationfor Sustainable Development, Director, Okayama University ESD Promotion Centre, Japan isvery encouraging as he acknowledged the contribution of these modules. He wrote: These

modules provide concrete strategies for teachers in the Philippines to engage in CCE in theirschools, and will guide subsequent countries in developing their own modules in their own
contexts. We will learn a lot from these modules and will make further progress in the project.
Likewise, Professor Tomonori Ichinose of Miyagi University of Education, Japan, noted thefollowing: This book noticed numerical simulations and observational data show that thepresence of the warm-core eddy combined with Sea Surface Temperate (SST) increases due
to climate change led to the rapid intensification of Super Typhoon. It is no longer possible
to speak about disasters, and climate change, either adaptation or mitigation, in isolation ofeach other. This book contains the scientific knowledge about typhoons, knowledge and77 | ATECCE PROJECT INTERIM REPORT

attitude about Disaster risk reduction, understating for environmental activism and themethods for promoting sustainability lifestyles.
Thank you to these two giants of ESD for their inspiring and encouraging statements on themodules.
The three modules follow the same format as illustrated in abbreviated form:
Disaster Readiness and Risk Reduction
THE SCIENCE OF TYPHOONS/CYCLONES/HURRICANESModule 1
Its Development and Effects
Core theme/s: 1,2,3Time/duration: 9.0 H
Core Themes of Education for Sustainability
1.
Lifelong learning
3.
Partnerships
5.
Empowerment
2.
Interdisciplinary education
4.
Multicultural education
Module Specific Learning Objectives (K-knowledge, I-issues, S- skills, P-perspectives, and V-values)
Context
AnchorOne of DepEd's 10 point-agenda (2.C) Special emphasis on environmental
Philippine
awareness, disaster preparedness and climate change adaptation andSecondary Education
mitigation
Climate Change, Sea Surface Temperature (SST) and Typhoons
Session 1: Buy-In
DomainFacilitate Learning
Formative Assessment
To what extent do you agree or disagree with the following statements (Strongly agree, agree, disagree,strongly disagree)? Describe your thinking why you made such statement.
1.
Climate change is directly associated with human activities.
2.
Global warming increases the probability of more frequent and intense storms.
3.
Sea Surface Temperature (SST) can cause an increase in sea level pressure at the typhoon center
which led to intensification of typhoon.
Review
You learned that human activities particularly burning fossil fuels used in transportation and agriculture
contribute to increasing greenhouse gases like carbon dioxide, nitrous oxide, and methane in theatmosphere. These gases trapped solar heat radiation which led to global warming. Its effects are alreadyfelt as we experience rising sea level as glaciers are melting causing island states in the Pacific and lowlying cities to be at high risk of inundation. There are more intense typhoons, floods, drought anddesertification, heat related diseases and death since global warming drastically changed earths’ climate.
However, Global efforts to reduce greenhouse gases has been made toward a more sustainable andresilient society in the future that is also carbon neutral.
Introduction
One of the most important factors that affect the strength of the typhoon is sea surface temperature(SST). In November 2013 the average SST in the Warm Pool Region was the highest observed during the1981 to 2014 period while that of the West Pacific Region was among the highest. The SST is shown to bewell-correlated with wind strength of historically strong typhoons in the Philippines and the observed
trends in SST suggest that extremely destructive typhoons like Haiyan (TS Yolanda) are likely to occur inthe future (Comiso, J., et.al. 2015). As cited by Guansuo, W. (2018), a 2oC increase in SST can cause 19-hPa
drop in the sea level pressure at the typhoon center, demonstrating that typhoon intensity is very sensitive
to SST (Xue et.al.2007). However, based on well-established evidence published in peer-reviewed journals,
about 97% of climate scientist have concluded that human-caused climate change is happening (AAAS2014). 11 international science academies issued a joint statement about climate change in 2005- “Climatechange is real. There will always be uncertainty in understanding a system as complex as the world’s
climate. However, there is now strong evidence that significant global warming is occurring. The evidence

78 | ATECCE PROJECT INTERIM REPORT

comes from direct measurements of rising surface air temperatures and subsurface ocean temperaturesand from phenomena such as increases in average global sea levels, retreating glaciers, and changes tomany physical and biological systems.
It is likely that most of the warming in recent decades can be attributed to human activities” (IPCC 2001).

Whats’s New
Climate change is one of the key issues that our world is facing nowadays; greenhouse-induced warming,
loss of biodiversity and deforestation are some of the consequences of this. The ocean plays a crucial rolein the Earth's climate system because of its large heat storage capacity. With this, the ocean takes up 90%of the world energy imbalance and its internal variability circulation intervene in the global climate. This
study discussed the relationship between selected greenhouse gases and the trend and variability of thePhilippine Sea Surface Temperature (PSST). It focused on gases like carbon dioxide, methane, and nitrous
oxide because they are more sensitive in terrestrial radiation rather than solar radiation. The greenhousegas modeled data from Mauna Loa in Hawaii and archived data of the PSST both dating back from 19482016 covering a period of 69 years in investigating the relationship of the two. It was found out that the
PSST was significantly increasing with an average temperature of 0.0093 °C/ year. A much rapid trend wasobserved over the southeastern part of the Philippine Area of Responsibility (PAR) which is also a part of
the Western Pacific Warm Pool. Moreover, it reveals a significant correlation between the selected
greenhouse gases and the PSST. Regional differences were observed in PAR as greenhouse gases
dominated the area. A significant relationship was shown and the increase of trend in the PSST. Throughthis, it is expected a frequent formation of tropical cyclones within the region (Hiyastro, Jeroh & Guido,
Ryan Manuel, 2019).
Table1: Significant Relationship of Selected Greenhouse Gases to the Philippine Sea
Surface Temperature
Pearson’s
Variables
Correlation
P-Value Decision Remarksr
CO2 (Carbon
Moderate
0.68120.00000565 Reject Null Significant
dioxide)Positive Correlation
SEA SURFACETEMPERATURE N2O (Nitrous
Moderate Positive
0.68060.0000208 Reject Null Significant
Oxide)
Correlation
Moderate Positive
CH4(Methane)
0.63580.0000208 Reject Null Significant
Correlation
Test of Significance α=0.05
What is it?
Based on the research abstract and table above, answer the following questions:
1. What is the objective of this study?
2. What are the findings?
3. Based on the table, what does Test of Significance (alpha=0.05) mean to the relationship between PSST
and the 3 greenhouse gases when the null hypothesis is rejected?
Enrichment Activities
Super Typhoon Haiyan devastated portions of Southeast Asia, particularly the Philippines, on November
8, 2013. In this paper, observational data are used to analyze the intensification process of Super Typhoon
Haiyan. Observational data showed that Typhoon Haiyan intensified, and the maximum sustained winds
increased to 59 ms−1 after it encountered a double warm-core ocean eddy, while the central pressure of
the typhoon dropped from 970 hPa to 920 hPa.
Based on the research abstract and figure above, answer the following questions.
1. What are the main findings of the study?
2. How do you relate SST to intensification of typhoon Haiyan?
3. How does warm-core ocean eddy influence the SST and typhoons?

79 | ATECCE PROJECT INTERIM REPORTGeneralization
What I have learned
Complete the sentence stem below
1. I understand that sea surface temperature (SST) and warm-core ocean eddy will__________________________ the strength of the typhoon.
2. Climate change will likely ________________________________________
3. Misinformation about the science of climate change will ______________________________ (Note: Read
Task 2)
Application
What can I do
1.

Download Earth Now App from Google Play. Use the link below.
https://play.google.com/store/apps/details?id=gov.nasa.jpl.earthnow.activity&hl=en&gl=US
Earth Now is an application that visualizes recent global climate data from Earth Science satellites.
The visualized data include surface air temperature, carbon dioxide, carbon monoxide, ozone, andwater vapor, as well as gravity and sea-level variations.

2.

“Click” Vital Signs. Then “click” Air TemperaturePurple and blue areas indicate cooler temperature while yellow and red denote warm region.

Question
What do you think is/are the reasons why the average 7-day temperature is cooler in Africa and middle
east compared to other countries of the same latitude?
Additional Activities
Visit your municipal/city/provincial/barangay Disaster Risk Reduction Management Office personnel andask about their capacity to respond to various emergencies. Complete the table/checklist/question below.
Also, ask permission to take photographs of their equipment/facilities.
Name of office

Contact number

Number of personnel

Number of families/population

Location/place
List of equipment
Title of trainings attended by personnel to increase their capacity

1.

Q1
Q2

Ans
Ans

Q3

How do you track storms?
How do you communicate this information to the people
especially when it is imminent or likely to affect yourcommunity?
Other question/s you may have:

2.

Ans

Task 2
Read one of two articles below and answer the questions using the REE-AP format found after thisPoint of view: A skeptic's view of climate change
To many of us, global warming or climate change as a serious concern is just more fake news, initiatedand propagated by leftists, for the purposes of obtaining wealth for the few and the redistribution of
wealth for many. There has been too much political deceit going on to trust the claims, and there is also
ample scientific proof to question these assertions. Those of us on the other side of the climate change
argument are not saying man is not changing climate at all, we just do not believe the extremely slight

80 | ATECCE PROJECT INTERIM REPORTchange is a danger to the world. We know there is politics involved and we also know there is data
tampering that exaggerates this need to put a strain on our economy for the sake of the so-called
dangerous climate change.
PCC WARNS ANEW OF MORE FREQUENT, MORE SEVERE CLIMATE IMPACTS IN NEW LANDMARKREPORT
Climate Change Commission PH August 10, 2021 @ 6:43PM·

The Climate Change Commission (CCC) cites a new report by the UN Intergovernmental Panel on Climate
Change (IPCC) yesterday as a wakeup call for countries to urgently scale up mitigation efforts to keep
average global warming at 1.5 degrees Celsius and to adapt to more frequent and more severe climate
impacts, some of which are irreversible. The “Climate Change 2021: The Physical Science Basis” report isthe contribution of the IPCC’s Working Group I to the Sixth Assessment Report, which stressed that “it isunequivocal that human influence has warmed the atmosphere, ocean and land” and that “widespreadand rapid changes in the atmosphere, ocean, cryosphere and biosphere have occurred.
R
E
E
A

read
elaborate
encodeannotateP

ponderassigned text on your own/pair/groupthrough teacher-student interaction
the text by writing the idea of what you read in your own words
annotate the text by writing down the main ideas (notes, significant words, quotes) and the authors’
messagewhat you read by thinking and talking with others in order to make personal connections, develop
questions about the topic, and/or connect this reading to other reading you have done.
Writing Rubric

Scoring

4

3

Content

Content

Content

Focus

Organization

SupportContent Style(Vocabulary)

Topic/subject is clear,

Organizational structure

Support information is

Exhibits skillful use ofthough it may/may notestablishes relationshiprelated to andvocabulary that is

be explicitly stated.

between/among ideas/events.

supportive of the

precise andtopic/subject.

purposeful.

Topic/subject is generally

Organizational structure

Support information has

Exhibits reasonable

clear though it may notestablishes relationships

minor weaknesses in

use of vocabulary thatbe explicitly stated.

between ideas/events,

relatedness to and/or

is precise andalthough minor lapses may besupport of the

purposeful.

present.

topic/subject.

Topic/subject

Organizational structure

Support information has

Exhibits minimal use

may be vague.

establishes some relationshipmajor weaknesses inof vocabulary that is

between/among some of therelatedness to and/or

precise andideas/events. The structure is

support of the

purposeful.

minimally complete.

topic/subject.

Topic/subject is unclear

Organizational structure does

An attempt has beenLacks use

or confusing.

not establish connection

made to add support

vocabulary that is

between/ among ideas/events.

information, but it was

precise and

The overall stucture isunrelated or confusing.

purposeful.

2

1

of

incomplete or confusing.

0This code may be used

This code may be used forThis code may be Used

This code may be

for compositions that arecompositions that are entirelyfor compositions that

Used for compositio

entirely illegible

illegible or otherwise

are entirely illegible orns that are entirely

orotherwise unscorable:

unscorable: blank responses,

otherwise unscorable:

illegible or otherwise

blank responses,

responses written in a foreign

blank responses,

unscorable: blank

responses written in alanguage, restatement of the

responses written in a

responses, responses

foreign language,

prompt, responses that are off-

foreign language,

written in a foreign

restatement of the

topic or incoherent.

restatement of thelanguage, restatement

prompt, responses thatof the prompt,

prompt, responses that81 | ATECCE PROJECT INTERIM REPORT

are off-topic or

are off-topic or

responses that are off-

incoherent.

incoherent. This code

topic or incoherent.

may be used forcompositions that are
entirely illegible orotherwise

http://rubistar.4teachers.org/
References:Cabeguin, F. (2018). Effectiveness of Read, Elaborate, Encode, Annotate, Ponder (REE-AP) Strategy to Address Students’
Reading Comprehension Difficulty. Action research presented during 2018 DepEd Misamis Oriental Action Research
Congress
Comiso, Josefino & Perez, Gay & Stock, Larry. (2015). Enhanced Pacific Ocean Sea Surface Temperature and Its Relation
to Typhoon Haiyan. Journal of Environmental Science and Management. 18. 1-10.
DePetris, L. (2017, Feb 14). Point of view: A skeptic's view of climate change. Florida Times Union Retrieved fromhttps://www.proquest.com/newspapers/point-view/docview/1874920932/se-2?accountid

The other modules on Disaster Readiness and Risk Reduction⚫

Climate Change Mitigation and Adaptation focuses on game-based disaster
preparedness education, something that students would appreciate and could be try
their creativity.

⚫

Creative Action on Climate Change – focuses on environmental activism starting with
their families and immediate communities.

Sample activities were also provided in the modules.
Currently preparations are underway for the pilot implementation that will start in
September 2022, to coincide with the First semester for SY 2022-2023. The target participants
are the Student Teachers and the Faculty members of the College of Education.

10.4 NEXT STEPS
10.4.1 Detailed Working Plan from July 2022
Training of Champions for Climate Change Education refers to the Students Teachers whowill undergo training based on the Modules prepared. Training will incorporate application in
the Student Teaching component their planned action on the training they receive. This
Action Plan will consist on leaving in their Practice Teaching Schools a programme on
CLIMATE CHANGE DISASTERS AND EDUCATION FOR SUSTAINABLE DEVELOPMENT for theschool to keep and sustain. It’s a contextualized project or action research participated in by
the teachers and the students which the Student Teacher will nurture for the next five years.
It will be a joint project between the school and the Local Government Unit to ensure
continuity.
10.4.2 Upcoming Timeline and Deliverables
Evaluation which will oversee the application of the modules through Action Plans of theStudents Teachers will constitute the third and last portion of this project. This will look into
the effects of the contextualized projects or Action Research each of the Student Teachers will
work on as a result of the training. By November 2022, the Evaluation phase would have been

82 | ATECCE PROJECT INTERIM REPORTfinished. This consists in following up the programmes on Climate Change Education set up
by students in the various schools where they had Practice Teaching. What follows next will
be re-doing the Modules based on the Evaluation. Then the final copy of the Modules will beready for Mindanao wide use in the Teacher Training Institutions.

83 | ATECCE PROJECT INTERIM REPORT

Report from the Philippines
11.
Climate Change Education in the Cordillera
Content
Administrative Region
Felina P. EspiqueSaint Louis University, the Philippines

ABSTRACT
Promoting Education for Sustainable Development (ESD) particularly Climate Change
Education in Teacher Education Institutions results to the awareness and application ofsustainable development actions among teachers and students both in the tertiary level andbasic 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). Saint Louis University is one of the Centres of Excellence in Teacher Education in
the Cordillera Administrative Region, Philippines. From the documentary analysis andcurriculum audit that was conducted, it was found out that ESD is clearly captured by thevision-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 internshipprogramme with the basic education level. With the alignment of climate change educationin the University's vision-mission and goals down to the course learning outcomes, it denotesthat the pre-service teachers of the teacher education programme together with the students
in the laboratory schools are empowered with the essential knowledge, skills, values andattitudes 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

11.1 INTRODUCTION
The Philippines is ranked third among the four countries in the world that is most vulnerable
to climate change (The Philippine Star, 2018). In a research done by Bollettino et al. (2020), it
stated that the Philippines is highly susceptible to both geophysical and climate-related
disasters as it is sitted in the Pacific Ring of Fire which is subject to routine seismic and volcanic
activity. Moreover, its position in the Pacific puts it in direct path of multiple typhoons each84 | ATECCE PROJECT INTERIM REPORT

year. This Philippine context makes climate change education a very important and priority
concern by the Philippine Government in general and by the education sectors in particular.
The role of the education sectors in sending the message to a lot of learners and otherstakeholders in promoting sustainable development is undeniably beneficial. The education
sectors have been recognized in playing a big role in helping the government and nongovernment organizations in promoting sustainable development goals such as combatingclimate change.
In the Philippines, one of the key players in the educational system are the Teacher Education
Institutions (TEIs) offering education degree programmes for pre-service teaching. The TEIs
are one of the key players in the entire educational system because they are the ones
preparing and training the would-be-teachers who will be employed as in-service teachers in
the various schools locally and internationally. Currently, there are 1,603 TEIs in the country
and 18 TEIs in the Cordillera Administrative Region (CHED, 2022). The role of the TEIs is criticalas its main goal is to prepare the pre-service teachers to become professional teachers andeducators. The way they will educate and train their pre-service teachers is crucial as whatevercontents and skills they were able to let their students acquire and achieve is what they willbring with them to the community and to the schools where they will be teaching. Their
graduates are important bearers of essential information and tools that are necessary ineducating people for social change as they can be equipped with the right knowledge andskills to help combat climate change. As Anderson (2010) puts it, there is a clear education
agenda in climate change adaptation and mitigation strategies and these require learning
new knowledge and skills and changing behaviors in order to reduce the vulnerability andmanage the risks of climate change.
To understand the initiatives of schools in promoting climate change education and to know
how climate change is introduced in the Philippine schools, some researches on sustainable
development and climate change were conducted and published. One of the research agenda
on climate change that was looked into in the Philippine researches is on climate change
awareness. Barreda (2018) for instance investigated the level of awareness on climate changeof some selected students studying in Partido State University in Caramines Sur. The researchalso determined the factors that influenced their awareness. The results of the research saythat the level of awareness of the students is generally high and the factors identified that
determine their awareness are personal experience, education, government actions andchannels of information. Another study on climate change awareness was conducted by
Magulod (2018) that assessed the climate change awareness and the environmental attitudeof undergraduate students of Cagayan State University. The results of the study revealed thatthe respondents have high level of climate change awareness and environmental attitude.
The study confirmed too that the awareness of the students on climate change differs
because of gender, age, birth order and parents' educational attainment. Meanwhile, attitudeof the respondents towards the environment is influenced by their age and college
departments.
It is also interesting to note that climate change level of awareness was also explored in the
85 | ATECCE PROJECT INTERIM REPORT

basic education level. One research on climate change awareness and attitude was among
selected senior high students in Cavite, the Philippines. This was conducted by Lopez and
Malay (2019). The research revealed that the level of awareness of the student-respondents
is moderate to high. The senior high school students also moderately strongly agree that on
their roles in addressing problems about climate change. Their awareness on climate change
were results of various sources such as internet, television and from school. As noted by the
respondents, one of their sources of information is the school and this may probably becharged to one of their core subjects that focused on disaster risk reduction management.
Having a good level of awareness and the right attitude towards climate change is very
important especially among young learners. It must be noted that children and young people
are commonly treated in the climate change and disasters literature as victims of natural
events requiring protection by adults (Tanner, 2010).
Aside from the data taken from the basic education and tertiary level, another study was
conducted post-undergraduate level and this is a study that was conducted by Domantay etal. (2021) in one of the medical schools in the Philippines. In particular, it was conducted at
Saint Louis University, Baguio City, Philippines, having the future physicians in this medical
school the respondents. The study determined the knowledge and attitudes of future
physicians towards climate change. The results of the study revealed that the respondents
had fair to good knowledge of climate change. The results further revealed that the
respondents generally showed favourable attitudes towards the issue, indicating that they
may be more likely to express willingness to take climate change action.
By studying the awareness and attitude of learners across all levels of the educational ladder,climate change education initiatives can be enhanced, refocused and re-aligned. The resultsof these research topics are very helpful to identify the areas that will need reinforcements
and the areas that needs strengthening especially when all the factors and variables that were
found out to be affecting or influencing students' awareness and attitudes towards climatechange are looked into or are taken into consideration when planning and implementing
programmes on climate change education. These data are necessary to serve as springboard
and baseline data.
Some other school related studies were also conducted not focusing on awareness andattitude but on some climate change related school projects and programmes. One of therecently conducted research focused on the implementation of the Department of Education
programmes, projects and activities on mitigating the impact of climate change in thePhilippines (Tosino et al., 2022). The research participants are represented by various
stakeholders because they have school heads, teachers, parents, schools' division personnel,
Punong Barangays and Sangguniang Bayan members. The results of the study revealed thata very great extent of implementation of the Department of Education initiatives mitigate
climate change within the learning conditions and environments of the schools. Anotherclimate change research was conducted focusing on the pro-environmental actions ofschools. The research entitled, “Greening Through Schooling: Understanding the Link
between Education and Pro-environmental Behavior in the Philippines.” This was conducted
86 | ATECCE PROJECT INTERIM REPORT

by Hoffmann and Muttarak (2020). The research found out that an additional year of
schooling increases the probability of pro-environmental actions like tree planting, recycling
and proper waste management. One of the essential results of the study is its findings sayingthat education influences behavior mainly by increasing awareness about the anthropogenic
causes of climate change, which may consequently affect the perception of self-efficacy in
reducing human impacts on environment.
Considering all of the above cited researches, it indicates that there are researches on climatechange in the Philippines but are with limited number. Moreover, it is significant to note thatmost of the published studies so far in the Philippine context focused on awareness andattitude on climate change. Hence, this study aimed to explore the integration of climatechange education in the curricular programmes of one on the CHED recognized Centre of
Excellence in Teacher Education institution in the Philippines. This research specifically aims
to explore how climate change education content standards are integrated in thedevelopment of the curricular programmes of some selected Teacher Education Institutionsin the Cordillera Administrative Region, Philippines.

11.2 METHODOLOGY
11.2.1 Research Design
Qualitative research design was used for this study. Specifically, it applied the qualitativedescriptive research design (Lambert & Lambert, 2006) using documentary analysis. This
design provides a detailed summary of specific descriptions of how climate change education
is integrated in the curricular programmes of the teacher education programmes of the target
teacher education institutions.
This design is the least “theoretical” as compared to the other qualitative designs for it leans
towards bringing out naturalistic inquiry. It implies a dedication to studying something in its
natural state to the extent possible within the research field. As a result, there is no priorcommitment to any one theoretical perspective of a target phenomenon, no pre-selection ofresearch factors, no manipulation of variables and no prior commitment to any one
theoretical view of a target phenomenon (Lambert & Lambert, 2006).
11.2.2 Scope and Delimitation
The study was limited to the analysis of the general education and professional education
course syllabi of the Bachelor of Elementary Education and Bachelor of Secondary Education
Programmes for the AY 2021-2022 of the selected Teacher Education Institutions in the
Cordillera Administrative Region. The scope will have two phases. The first phase focused on
the curricular programmes of the School of Teacher Education and Liberal Arts of Saint Louis
University, Baguio City, Philippines. The first phase included the analysis of the various
learning outcomes of the programmes as these are necessary in the development of thedifferent course syllabi. The second phase of the scope will include other selected TEIs of theregion who will be willing to participate in the research as respondents.

87 | ATECCE PROJECT INTERIM REPORT11.2.3 Data Collection
Since curricular programme covers the institutional outcomes, programme learning
outcomes, course learning outcomes and the entire learning plan and implementation, thedocuments that were collected to have the data needed are the course syllabi and the course
learning modules and materials of the general education and professional education coursesof the Bachelor of Elementary Education and Bachelor of Secondary Education Programmes.
The same data will be collected from the other participating TEIs during the second phase of
the data collection.
11.2.4 Data Analysis
The documentary analysis was done through using some of the essential processes ofconducting Curriculum Quality Audit (CQA) introduced by the Philippine National ResearchCenter for Teacher Quality. The content standards of climate change education were used asa basis to audit if these are covered and are integrated in the curricular programmes of theschool-respondent. Guided by the Outcomes-Based Education (OBE) framework that wasused by the institution in developing its curricular programmes, the analysis of the data
followed the following steps (Fig. 11.1).
To have a clear direction in the identification of the climate change education contents fromamong the various documents, the documents were analyzed hand-in-hand with the climatechange topics identified by the Department of Education (DepEd) in their official website.
These topics with their identified activities are expected to be introduced in the integrationof climate change in the basic education level. The DepEd’s identified topics were used as abasis as the pre-service teachers as would-be-teachers are expected to be knowledgeable
about these in preparation for their application in the future as in-service teachers. Hence,the collected documents from the TEI during the first phase of the data gathering wereaudited based on the Climate Change Education topics of DepEd.

Analysis of the Institutional Learning
Outcomes
Analysis of the Programme Learning
Outcomes
Analysis of the Course Learning
Outcomes

Analysis of the Course Learning Planand Implementation
Fig. 11.1 Data analysis steps

88 | ATECCE PROJECT INTERIM REPORTTable 11.1 Elapsed timeline and deliverables
Objectives
Identifying the climatechange research gap
Reading of publishedresearches on climatechange education in thePhilippines

Crafting the research
introduction and theresearch methodology
Gathering the documents
needed for the audit

Started the curriculum
quality audit of the
documents using someselected steps introducedby the RCTQ on doing
CQA

OutputResearch gap
Rationale of theresearch andembedded literature
review in the
research
introduction
Researchmethodology

Completedocuments for the
documentary
analysisInterim results of theresearch results anddiscussion

OutcomeClear research
objectives
Comprehensive
research
introduction

Timeline
First Sem AY
2021-2022
First Sem AY
2021-2022

Completeinformation of theresearchmethodology
Ready for the
documentary
analysisFirst Sem AY
2021-2022

There is an interim
data that will serveas springboard forthe succeeding datacollection.

Second Sem AY
2021-2022

Second Sem AY
2021-2022

The same content standards will be used to audit the curricular programme offerings of theother TEIs who will be participating during the second phase of the data gathering.
11.2.5 Elapsed Timeline and Deliverables
Table 11.1 presents the activities that were initially done for this research.

11.3 RESULTS AND DISCUSSIONSAs a result of the conducted documentary analysis from the first phase of the data collection,
the following interim results are presented and discussed.
11.3.1 Institutional Learning OutcomesSaint Louis University is a Catholic University founded by the Congregatio Immaculati Cordis
Mariae (CICM). As a Catholic learning institution, its mandates are anchored on the Catholic
Social Teachings that apply in a particular way to the Church’s concern for the environment.
First, concern for the environment calls us to respect human life and dignity. Second, as theworld becomes increasingly interdependent, we have a call to promote the common good
and the virtue of solidarity. Finally, in caring for the environment, we have a special
responsibility to the poor and vulnerable, who are most affected and least heard (United State
Conference of Catholic Bishops, 2022). It is no wonder why in the institutional learning
outcomes of the University, many of the goals in the Sustainable Development Goals (SDGs)
are covered. In particular, environmental concerns that are directly covered in Climate Change

89 | ATECCE PROJECT INTERIM REPORTTable 11.2 SLU’s institutional learning outcomes
Graduate
Attributes
ChristianSpiritedSocially
Involved

Creative andCriticalThinker

Institutional Learning Outcomes (ILO)
At a result of their educational experiences at the University, LOUSIAN
graduates will:
1. Lead others in encountering God as a mission oriented Louisian;
2. Live Christian values in their personal and professional endeavors;
3. Manifest compassion in human relations with emphasis for themarginalized and the poor; and4. Practice ethical behavior in a globalized, multi-cultural and technology
driven world with the end in view of perpetuating life in all its forms andthe conservation of the environment;
5. Advocate the promotion of social justice and nationalism;
6. Foster a life-long commitment and discerning attitude towards addressing
global, religious, political, societal issues and environmental concerns;
7. Promote unique and diverse cultural heritage vital to development,
inclusiveness, and nationhood; and8. Engage in community-based programmes to improve quality of life;
9.

Generate new knowledge through research and develop innovative
projects;
10. Devise creative solutions to discipline-related problems and issues;
11. Develop products, creative output and services through the use of
appropriate tools, techniques and technologies in the discipline; and12. Exhibit innovativeness and aesthetics in knowledge building and problemsolving in their field of expertise.

Education are one of the Institution’s targets in its institutional learning outcomes. This isclearly shown in the following institutional learning outcomes articulations (Table 11.2).
Out of the twelve learning outcomes, it is notable to point that institutional learning
outcome number 4, “practice ethical behavior in a globalized, multi-cultural, and technology

driven world with the end in view of perpetuating life in all its forms and the conservation of
the environment,” directly covers one of the major reasons why Climate Change Education is
promoted. This is to make sure that the environment is conserve. Another institutional
learning outcome that is directly covering a Climate Change Education topic is item number
6, “foster a life-long commitment and discerning attitude towards addressing global, religious,

political, societal issues, and environmental concerns,” that ensures that a life-longcommitment and discerning attitude towards environmental concerns among others isdemonstrated by all the Institution’s students.
Institutional learning outcomes are framed that will serve as a guide to the developers of an
institution’s curricular programmes. Hence, in the development of the all the curricular
programmes of the University, it is expected that they will anchor their learning plans andactivities aligned with these learning outcomes. In doing so, curricular offerings are reviewed
and enhanced guided by the Institution’s learning outcomes.
From the above-cited learning outcomes, it expresses that the programme learning
outcomes of all the degree programmes of the University are with aligned outcomes that also
target topics on the preservation of the environment.

90 | ATECCE PROJECT INTERIM REPORTTable 11.3 Programme learning outcomes of BEED and BSED
Programme Learning Outcomes
At the end of the programme, the students are expected to be able to:
1. apply the latest developments in the specific field of practice;
2. participate in the generation, dissemination and utilization of new knowledge anddevelopmental projects;
3. communicate effectively in oral and written forms using both English and Filipino;
4. work effectively and independently in multi-disciplinary and multi-cultural teams;
5. act in accordance to professional, social and ethical responsibility;
6. preserve and promote “Filipino historical and cultural heritage;”
7. practice Christian values in their personal and professional endeavors as Louisians in the serviceof the CICM mission;
8. demonstrate high level literacy, communication, numeracy, critical thinking, learning skills;
9. facilitate learning in the secondary education level guided by principles and methods offacilitating learning;
10. integrate meaningfully and comprehensively the knowledge of the subject matter to real life
situations of learners;
11. apply a wide range of teaching and facilitating process skills including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches;
12. innovate on effective alternative teaching and learning approaches, methodologies andstrategies to improve student learning;
13. innovate on effective alternative teaching and learning approaches, methodologies andstrategies to improve student learning;
14. collaborate with colleagues and other experts in their own fields for continuous professional
development and a better fulfillment of their mission as teachers; and15. create an inclusive learning friendly environment that promotes the potential of all learners.

11.3.2 Programme Learning Outcomes
Among all the degree programmes offered in Saint Louis University, the teacher education
programmes are one of the oldest programmes it offers. In the analysis of the programmelearning outcomes of the teacher education programmes particularly the degree Bachelor of
Elementary Education (BEED) and Bachelor of Secondary Education (BSED), it can be deduced
that the curriculum developers were conscious in aligning its programme outcomes with theinstitutional learning outcomes. From among the following programme learning outcomes,
there are four specific programme learning outcomes that support ESD particularly on
addressing some environmental and social issues that are aligned in climate change
education. The programme learning outcomes are shown in Table 11.3.
11.3.3 Course Learning Outcome
In the analysis of the different courses of the two identified degree programmes included inthis study, it was found out that the courses that targeted the said climate change education
related outcomes are mapped in the following two general courses (Table 11.4).
Table 11.4 Courses integrating climate change education topics
Course CodeDescriptive Title

CFE 105A
CFE 105B
NSTP-CWTS 2

CICM in ACTION: Justice, Peace and Integrity of Creation, IRD and Indigenous Peoples.
CICM in ACTION: Environmental Planning and Management and Disaster Risk Reduction.
National Service Training Programme-Civic Welfare Training Service Course 2 (NSTPCWTS)

91 | ATECCE PROJECT INTERIM REPORTThe above-cited courses are Christian Formation Education courses and National Service
Training Programme – Civic Training Welfare Training Service with the following course
learning outcomes of each of the said courses:
At the end of the CFE 105 courses, the students should be able to:•articulate and align yourself to the new venue and direction of the CICM mission;•

profess their willingness to contribute to relevant and responsive missionary
programmes for the marginalized and vulnerable that are organized by their local church
or community;•

participate actively in government and church programmes that promote justice, peace,
integrity of creation, Indigenous Peoples and Interfaith Dialogue;•

promote peace unity among Churches through daily prayers and respectful conscious
dialogues with people of different faith; and•sustain their relationship with God through regular participation in the various religious
activities of their own church/religion.
At the end of NSTP-CWTS 2, the students should be able to:•demonstrate understanding of community welfare involvement though actual social
activities;•

demonstrate competency of the basic skills required by community immersion, project
identification, planning and implementing while exhibiting Christian values;•

design a project in line with their programme that will uphold their commitment inpromoting community welfare and service to one’s academic and workplace as
professional or to the community; and•execute a well-planned community welfare project with evaluation for its sustainability.
Below are some samples of activities in the NSTP-CWTS 2 course aligned with climatechange education activities:
a. recycling;b. gardening;c. plant nursery;d. composting;e. solid waste management;
f. cultural learning documentation of
local values that promotes service andbayanihan;g. landscaping;h. entrepreneurship projects – home-based

business;i. academic tutorials;
j. making of dishwashing liquid, soap
making and others;
k. catechetical work, church work; andl. others

The NSTP-CWST 2 project apostolates are usually done off campus and in campus or thead-extra and ad-intra projects. Example of ad-intra projects is the following: re-greening
projects, blood donation, reforestation, recycling, tutorials, inclusion choir, fitness programme,
crowd control management, school of living tradition documentations, organizing andplanning of campus forums, planning and facilitating talent beyond borders shows.

92 | ATECCE PROJECT INTERIM REPORT11.4 NEXT STEPS
Objectives
Communication with theCommission on Higher
Education for the Workshop
Data Gathering with theSelected TEIs
Data Gathering with theselected TEIs
Analysis of the Data
Finalization of the
Research Paper

OutputOfficial documents
provided in the
conduct of theresearch with theselected TEIs
Data gathered
Data coded andanalyzed
Full paper completed

Outcome
Authorized to conduct
data gathering withthe selected TEIs

Timeline
1st Sem AY 20222023

Ready for data
analysisCompleted results anddiscussion
Ready for submission

1st Sem AY 20222023
2nd Sem AY 20222023
2nd Sem AY 20222023

REFERENCES
Anderson, A. (2010). Combating climate change through quality education. Global Economy

andDevelopment.

https://www.brookings.edu/research/combating-climate-change-

through-quality-education/
Barreda, A. (2018). Assessing the level of awareness on climate change and sustainable
development among students of Partido State University, Camarines Sur, Philippines.

Journal of Sustainability Education. Vol.17.
Bollettino, V., Alcayna-Stevens, T., Sharma, M., Dy, Ph., Pham, P., & Vinck, P. (2020). Public
perception of climate change and disaster preparedness: Evidence from the Philippines.

Climate Risk Management. https://doi.org/10.1016/j.crm.2020.100250.
Domantay, J. A. A. et al. (2021). Knowledge and attitudes of future physicians in the Cordillera
region of the Philippines towards climate change: A pre-pandemic cross-sectional study.

The Journal of Climate Change and Health, 4. https://doi.org/10.1016/.joclim.2021.100063.
Fermin, E. (2022). Updates from technical panel for teacher education. 12th PAFTE midyear
convention. May 20-21, 2022. https://www.pafte.org/
Hoffmann, R., & Mutarrak, R. (2020). Greening through schooling: Understanding the link
between education and pro-environmental behavior in the Philippines. Environmental

Research Letters, 15. https://doi.org/10.1088/1748-9326/ab5ea0.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design.

Pacific Rim International Journal of Nursing Research ,16(4), 255-256. https://he02.tcithaijo.org/index.php/PRIJNR/article/view/5805
Lopez, J. J. D., & Malay, C. A. (2019). Awareness and attitude towards climate change of
selected senior high students in Cavite, Philippines. Asia Pacific Journal of Multidisciplinary

Research. 7(2). 56-62.
Magulod, G. (2018). Climate change awareness and environmental attitude of college
students in one campus of a state university in the Philippines. Journal of Biodiversity andEnvironmental Sciences. 12(2), 211-220.

93 | ATECCE PROJECT INTERIM REPORTTanner, T. (2010). Shifting the narrative: child-led responses to climate change and disasters
inEl

Salvador

andthePhilippines.

ChildrenandSociety,24(4),

339-351.

https://doi.org/10.1111/j.1099-0860.2010.00316.x
The Philippine Star (2018). Climate change vulnerability: Philippines ranks 3rd. March 21, 2018.
https://www.philstar.com/headlines/2018/03/21/1798866/climate-change-vulnerabilityphilippines-ranks-3rd
United States Conference of Catholic Bishops. (2022). Why does the church care about climatechange.

https://www.usccb.org/resources/why-does-church-care-about-global-climate-change94 | ATECCE PROJECT INTERIM REPORT

Report from the Philippines
12.
Promotion of Climate Change Education among Centres ofContent
Excellence and Development in Teacher Education in
the Visayas Region: Challenges and Enablers
Jestoni P. Babia, Benedict Al-Candia, Rex Villavelez, Sondrew Baya and Leo G. Alaras
University of San-Jose Recoletos, the Philippines

ABSTRACT
Learners with the necessary competencies will be able to contribute to environmental
sustainability, integrity and climate change education. This study assesses the level of Climate
Change Education (CCE) integration in the DepEd schools and HEIs in the Visayas Region. The
three UNESCO ESD domains served as the foundation for this study's concept. As a baseline
data, a total of 109 Department of Education (DepEd) teachers and from Higher Education
Institutions (HEIs) voiced their opinions on how CCE was being integrated in their own
practice in the areas of (1) School Competency – Curriculum, Co-Curricular and Curricular
Activities; and (2) Competency for Teachers – Research, Community Extensions and Training
and Development. According to the selected respondents' perceptions of the Centers of
Excellence and Development schools, the integration of CCE competencies in HEIs is at amoderate level (3.31 on average), while the integration of CCE competencies in teachers'
scholarship programmes according to the DepEd is at a low level (1.99 on average). These
results demonstrate further improvements to achieve a high level of integration of CCE. The
25 representatives from different HEIs in the Visayas and in the Philippines shared their bestpractices, lived experiences, and expertise in implementing the CCE Programmes during theworkshop on CCE organized by the University of San Jose-Recoletos ESD Centre in the Visayas
region. The challenges and enabling factors were comprehensively identified during thisprocess. After which, the means of verification served as a procedure of evidence gathered
through dynamic assessment and evaluation founded on the valued judgment toauthenticate the explicit outcomes for CCE based on the respondents' perspectives. The study
recommends programmes for CCE in the Visayas region that will eventually incorporate CCE
Concepts into all aspects of facilitating learning, connecting, collaborating and engaging, as
well as continuing to learn how to create.
Keywords: teacher education, climate change education, facilitating learning, connecting,collaborating and engaging, continuing to learn how to create

12.1 INTRODUCTION
12.1.1 Background
Schools and teachers with principled knowledge, attitudes and skills will achieve
95 | ATECCE PROJECT INTERIM REPORTsustainability (UNESCO, 2015; UN, 2018). It empowers them to contribute to environmental
sustainability and integrity (UNESCO, ESD Workshop in South East Asia, 2018; Babia et al,2021). Therefore, Climate Change Education principles and programmes should be
promulgated in the Philippines. Henceforth, it creates economic viability and a humane
society for posterity. This report aims to integrate CCE into the Philippine education system.
Since then, various organizations have pushed for CCE institutionalization in the country. For
instance, the Philippine Rural Reconstruction Movement (PRRM) was established to improvethe capacity of rural areas in carrying out sustainability through an integrated programme ofeducation and livelihood. The Philippines' Department of Environment and Natural Resources(DENR), initiated the programme called the Philippine Strategy for Sustainable Developmentin 1989 to achieve and maintain economic growth without depleting the country’s natural
resources. Later in 1996, the Philippine Agenda 21 – which is the country’s blueprint – wasadopted which was later updated in 2009 as the Enhanced Philippine Agenda 21. Such a goalof eradicating poverty through good governance was then reflected in the provisions foundin the Millennium Development Goals to the current 2030 Sustainable Development Goals.
The Philippine government managing the education landscape of the country also conducted
its huge efforts in achieving the sustainability goals through curriculum integration andmainstreaming. Commission on Higher Education (CHED) articulated ESD integration in its
Strategic Plan 2011-2016 to streamline efforts and resources towards ESD implementationand integration. The Department of Education (DepEd) as a response to the Hyogo
Framework for Action in 2007, issued DO No. 55 on “Prioritizing the Mainstreaming ofDisaster Risk Reduction Management in the School System” and DO No. 175 s. 2007 on atechnical working group on an operation manual on DRR.
Previous studies in the Philippines have shown that academic institutions play a significant
role in promoting CCE (Lopez & Malay, 2019; Linawag & Lee, 2021). However, there are noteacher education programmes shown. A recent study by Genizera and Tosino (2022) shows
the implementation of CCE programmes in basic education. The result further recommends
enhancements throughout other DepEd schools in the Philippines. With that, there must be
assessments of Higher Education Institutions (HEIs) and DepEd schools for integrating CCE in
curriculum, co-curricular and curricular activities. Hence, the teachers’ capability to contributeto research, community extensions and training and leadership programmes for CCE mustalso be assessed to create enhancements.
The results of this study will serve as baseline data as to what competency should beenhanced for school programmes and teachers’ capabilities. Moreover, this study will gather
the schools’ initiatives for implementing systematic education programmes. The existing
school initiatives for CCE will be verified and aligned to the pillars of ESD to serve as a basis
and recommendations for the ways forward. This study is an attempt to enhance CCE
integration in HEIs and DepEd schools through the collaboration between Asian centres of
excellence on ESD. Hence, it also intends to derive some solutions from Asia.

96 | ATECCE PROJECT INTERIM REPORT12.1.2 Conceptual Framework
The concept of this study was derived from the UNESCO Japan and Okayama University’sroadmap for implementing the Global Action Programme on ESD based on the three futuresof learning: Facilitating Learning; Connect, Collaborate and Engage; and Continue to Learn
and Create (Okayama University ESD Promotion Centre, 2020). The three futures of learning
guide the school in integrating the CCE in the school and teachers’ competencies. Throughthis, best practices based on the future of learning will be shared.
CCE competencies in Philippine schools are curriculum, co-curricular and curricular activities.
The curriculum explicitly and implicitly identifies the schools’ capabilities to incorporate CCE
principles into the lesson plans, curriculum and instruction, physical environment and policies
and processes. The co-curricular activities are the integration of CCE principles in field trips,
science fairs, student activities, studies and literature, forums and other presentations.
Extracurricular activities are the integration of CCE principles in girl and boy scouts, student
leaders, student programmes and student community outreach programmes.
Meanwhile, CCE competencies among teachers are based on the pertinent provision of
CHED Order Number 52, Series of 2016 to integrate CCE principles into research, community
extensions, and leadership and training which constitute the integration of scholarship forbasic and higher education teachers in the Philippines. Integration of scholarship among
teachers will help in economic, social, environmental, political and cultural sustainability.

12.2 METHODOLOGYThis study utilizes a sequential explanatory mixed-method research design. It starts with

Fig. 12.1 Schematic diagram of implementing the conceptual framework of this study

97 | ATECCE PROJECT INTERIM REPORTUSJ-R
CTU
CNU
USC
SU
HNU
BSU
NORSU
DepEd School A
Dep Ed School B
DepEd School C
Total

Table 12.1 Cross-tabulation of respondents
10
3
1
3
2
3
2
1
27
27
30
109

9.2%
2.8%
0.9%
2.8%
1.8%
2.8%
1.8%
0.9%
24.8%
24.8%
27.5%

collecting and analyzing the quantitative data to measure the integration of CCE in school
curriculum, co-curricular and curricular activities and teachers’ capability to contribute toresearch, community extensions and leadership and training for CCE. This study utilizes two
types of a research-made survey questionnaires. As part of the qualitative method, theresearcher uses a semi-structured interview tool through open-ended questions. In addition,
the verification of the competencies was analyzed using thematic analysis. Inputs were also
taken during the Climate Change Education workshop among Centres of Excellence andDevelopment organized by University of San Jose- Recoletos ESD Center for Research,
Training and Development. Participants were from University of San Jose - Recoletos (USJ-R),
Cebu Technological University (CTU), Philippine Normal University (PNU), Cebu Normal
University (CNU), University of San Carlos, Silliman University (SU), Holy Name University(HNU), Bukidnon State University (BSU) and Negros Oriental State University (NORSU) were
the participants of the focus-group discussion. There are 109 respondents from a random
sampling (Table 12.1).

12.3 RESULTS AND DISCUSSIONSThis chapter shows the measurement of CCE integration among the different schools andteachers’ capability for CCE.
The Level of Integrating CCE Competencies In The HEIS and DEPED Schools
The result of CCE integration among different schools and universities in the Philippines wasmeasured in terms of Curriculum, Co-Curricular, Curricular, Research, Extensions and Training
perceived by the teachers and focal persons during the fora.
Data:Seminar-and-Climate-Change-Education-Integration-Evaluation-Responses (1).xlsx
Data:https://docs.google.com/spreadsheets/d/1eTzT3_dzbLetSxuMWQQw7tVFK5G5dULU7
49JmyISPy4/edit?usp=sharing
Statistical Treatment:results.xlsx
Table 12.2 shows that Curriculum, Co-curricular and Curricular Activities have moderate
integration of CCE principles. It means that teachers were able to integrate the practices andprinciples in their respective schools. Furthermore, integration should impact not just the
98 | ATECCE PROJECT INTERIM REPORTTable 12.2 Level of CCE integration in HEIs as perceived by the selected focal persons (N=109)
Components
Mean
Sd
Interpretation
Curriculum
3.355
0.55
Moderate Level
Co-Curricular
3.245
0.61
Moderate Level
Curricular
3.32
0.56
Moderate Level
Total
3.306666667
0.573333333
Moderate Level
Table 12.3 Level of CCE integration in HEIs as perceived by DepEd teachers (N=109)
Components
MEAN
SD
Interpretation
Community Extensions
2.05
0.76
Low level
Research on Climate Change
1.82
0.79
Low level
Training and Participation
2.11
0.79
Low level
Total
1.99
0.78
Low Level

focal person but all individuals including parents, teachers and students. Thus, this data is
only limited to the perceptions of the leaders and teachers for CCE integration in HEIs. It
further suggests that the impact of CCE must be expounded to students, parents, teachers
and the community and their perceptions should be considered to support the claim(Genizera & Tosino, 2022). The focal persons play a vital role in promoting CCE awareness inthe different schools in the Philippines.
The Level of Integrating CCE Competencies in the Teachers’ Integration of Scholarship
The result reveals that CCE is only minimally integrated into DepEd teacher scholarships(Table 12.3). This indicates that among the instructors' professional and academic
advancements, CCE is not given top priority. The findings also suggest that the CHED and
DepEd provisions for CCE integration in the teachers' scholarship be adopted and improved.
As a result, the Philippine basic education system needs to further emphasize this concern
since it will also have an impact on the path of globalization and internationalization andbecause it is a key factor in both national and international academic rankings.
The HEIS Initiatives for Implementing Systematic Education Programmes: Facilitating
Learning; Connect, Collaborate and Engage; and Continue to Learning and Grow
These are the HEIS Initiatives for Implementing Systematic Education Programmes for Three
Domains (Table 12.4 to Table 12.6).
PPT: https://drive.google.com/drive/folders/1nhWNjyt0ZVngBxzAhpRC9JVTKo_q8SIG

Theme
Designing
instructional
materials
usingframeworks
for teachingclimatechangeSchools
USJ-R

Table 12.4 Domain 1- Facilitating learning
Activities
Formulated Meanings
Crafting of
Using the C-L-I-M-A-T-E Framework, University of San
CCE Module
Jose- Recoletos developed a climate change education
learning module. The following elements make up thisframework: Competencies, Learning Objectives,

Instructional Methodologies, Motivational Activities,
Activity Analysis, Teaching Abstraction and Evaluation
Measures. To establish alignment, the competencies for
ESD, CCE and the SDGs were also defined and mapped
appropriately. CCE will be promoted more and better with99 | ATECCE PROJECT INTERIM REPORTTable 12.4
(continued)

Theme
Collaboration
between HEIs
on Initiatives
for Climate
ChangeEducation

CTU

Transforming
Learning
Environments

PNU

Integration of
ESD and CCE
Concepts tothe syllabus
and otherlearning
activities

the creation of modules for use in classrooms. Given thatthe majority of the modules may be learned
independently and at one's own pace, this allows it toreach a far larger audience. Additionally, the modules will
have learning exercises that will direct students to someof the greatest environmental care techniques, techniquesthat can mitigate the consequences of climate change
and a variety of other techniques.
The CTU provides trifocal functions such as research,
instruction and community extensions. The university
prioritizes the integration of scholarship among teachers
to provide quality education and sustainable learning
environments. To facilitate learning inside and outside theacademic setting, the CTU conducts workshops to enableeducators to integrate ESD and CCE with local
communities. Whereas, it provides project-based actions
for CCE initiatives.
PNU-Visayas promotes curriculum and instruction,community participation and the creation of instructional
materials as its primary duties within the holistic
approach to ESD. The SDGs were incorporated into thecurricula and modules that were taught using ESD
methods with a focus on fostering lifelong learning.
Students apply what they have learned in the classroom
to their mangrove planting initiatives, looking forsustainability and environmental problems as well as
potential solutions.

Table 12.5 Domain 2- Connect, Collaborate and Engage
Schools
Activities
Formulated Meanings
All COEs
and CODs

Inter TEICollaborative
researches
Exchange ofExpertise
Network building
among TEIs
Anchor withEnvironmental
Education
Network of thePhilippines(EENP)

Several Centers of Excellence and Development in
Teacher Education including the SEAMEO- ESD
Universities collaborated together and shared their
CCE Practices and Initiatives during the “Climate
Change Education for Sustainable Development
among Centers of Excellence and Centers ofDevelopment in Teacher Education in the Visayas
Region” organized by USJ-R in partnership with the
UNESCO National Commission of the Philippines,
Teacher Education Council and Okayama University.
The project intentions were to: (1) convene thepolicymakers from COE and COD in the Visayas
region and discuss the current trends in Climate
Change Education; (2) Showcase effective Climate
Change Education policies, guidelines and strategies
implemented among COE and COD in the Visayas
Region; (3) Develop an understanding of the existing
policies, guidelines and strategies in theimplementation of the Climate Change Education; (4)Identify points for the seamless inclusion of Climate
Change in the Curriculum, Instruction, and Teacher

100 | ATECCE PROJECT INTERIM REPORTTable 12.5
(continued)

Theme
Conduct ofContinuing
Professional
Development
Programmes
between COEs
and CODs

CTU

Building
Capabilities of
Educators

PNU

Strengthening
Environment
Education - Local
Government Unit
Initiatives for
Education
Scholarship
Grant

Training Programmes; (5) Present short term and longterm programmes for the inclusion of Climate Change
Education in the curriculum, Instruction and Teacher
Training Programmes among COE and COD in the
Visayas Region; and (5) Create a community ofpractice and collaboration, sharing and capacity
building in the promotion of Climate Change
Education.
In its National Service Training CurriculumCommunity Welfare Training Services (NSTP-CWTS)
college programme, which includes explicit mentionof SDG 4 in the course's qualifications, CTU
incorporates CCE, ESD, SDGs and GCED. Additionally,
CTU creates research-based instructional materials(IMs) for Philippine basic education institutions. Thesematerials were used to incorporate conservation
efforts for biodiversity. With this, CTU is honored forexcellent community-based practice known as hablon,a hand weaving product in Cebu, Philippines, byreceiving the Government Best Practice Recognition,
QS Rankings, Philippine GAWAD Edukampyon and
SDSN Spotlight Award.
PNU concentrated on restoring the coastal mangrove
area in order to address the marine ecosystem's
response to climate change in the coastal area, where
it was discovered through this action that the
population decline of endemic species due to theirhabitat being destroyed by typhoons and theprolonged drought season. PNU works with USJ-R,
CNU and CTU as well as various Local Government
entities and most especially students as partner
implementers to further increase lifelong learning andsustainability.

Table 12.6 Domain 3- Continue to Learn and Create
Schools
Activities
Formulated Meanings
All COEs• CPDs on CCE
The ability of educators to effectively prepare theirand CODs• Core Grouplessons will be greatly aided by CPD programmes
includingMentoring andand training that will be provided on how CCE
theMonitoring
may be strengthened and integrated further in the
SEAMEO• Capacity
classrooms. Many educators in various TEIs feel
Schools
Buildingthat it is necessary to develop CPD programmes
expressly for climate change education in order toincrease the framework's implementation and toemphasize the essence of CCE and bring its
outcomes to lifelong learning.

Challenges and Enabling Conditions in Integrating CCE In HEIS and DEPED Schools to
Enhance the Competencies
Table 12.7 are the challenges and enabling conditions in integrating CCE in HEIs and DepEd

101 | ATECCE PROJECT INTERIM REPORTTable 12.7 Challenges and enabling conditions for CCE integration
Significant Statements
ThemesKeywords
School Curriculum, andTime allotment for the
My school activities needCo-curricular and
CCE programmes mustalignment in order that other
Curricular Activities
be provided to theactivities will not occupy tooteachers and students.
much of the energy of theschool, so CCE can beinserted.
Challenges
Experienced

Teachers’ Training anddevelopmental
programmes, andResearch on CCE

Teachers and students
must be exposed to
CCE programmes.

My education and training
and other personnel at CCE
are necessary.

Community Extension
programmes

School administrators
must create a policythat will engage
learners and teachers in
the community
extension programmes.
Teachers and students
must create
programmes that willunite the people insociety to contribute to
CCE.
Training and support
must be provided forthe students andteachers in creating
research-based CCE
projects.
Teachers and students
must contribute toinnovation,
development, andsustainability
programmes.

There must be policy
integration in the school.

Community Extensions

Research on CCE
Enabling
Conditions

Co-Curricular andCurricular activities in
Schools

I must conceptualize
innovative institutional CCErelated activities.

My administrators must
support CCE-related projects
both for teachers andstudents.

I must conceptualize
innovative institutional CCErelated activities.

Schools to Enhance the Competencies:
Participants Output:
https://drive.google.com/drive/folders/1El37hcCD0r5n_gb3hUV916qdApBp0Khq
Means of Verifying the Competencies
A procedure of evidence gathering through assessment and evaluation founded on valued
judgment is required to authenticate the outcomes for climate change education based on
the respondents' perspectives. The subsequent themes were noted:

Identification of the relevant areas and levels of specificity is necessary forverification.
Respondent 1: “The three areas that should be investigated in relation to area

Theme 1102 | ATECCE PROJECT INTERIM REPORTassessment are theory, policy and practice. It is necessary to evaluate the levels based on
the institution, programme, course and level or subject.”
Respondent 2: “The context of conducting climate change education based onteacher preparation, curriculum planning, instruction and extension must berecognized in order to further deepen the integration process.”
Theme 2 Policies, theories and practices must be mapped out in accordance with theimplementation at the institution, programme or course level.
Respondent 5: “The Teacher Education Programme may evaluate the area versus
level matrix in terms of institutional outcomes, programme outcomes and course
outcomes.
Respondent 3: “Basic education assessments can be self-initiated contextualization
processes of ESD in basic education schools or they can be measured in terms ofpartnership with teacher education institutions – linked Applied Higher Education
Programmes or Initiatives.”
Theme 3Along with aims, products or performances, the assessment, verification andevaluation process must engage other people, things and resources.
Respondent 4: “The institutional foundation of teacher education institutions andbasic education schools must be understood in light of the objectives and outcomesof the courses. The Key Result Areas (KRAs) and Key Performance Indicators (KPIs) of
the collaborator must be taken into account during planning, implementation andevaluation.”
Respondent 5: “Basic Education schools need their own institutional focus in
addition to TEI-linked activities and initiatives specifically on Climate Change
Education.”

12.4 WAYS FORWARD
Programmes for climate change education in the Visayas region will eventually incorporate
CCE Concepts into all aspects of facilitating learning, connecting, collaborating and engaging,as well as continuing to learn how to create. The following are specific steps to take going
forward: (1) Promote and advocate for sustainable universities and communities bystrengthening research collaboration between COEs and CODs on ESD and CCE; (2) Continue
to discuss more climate change projects in the Community of Practice (CoP); (3) Strengthen
the ability of preservice teachers to include climate change education in a more crossdisciplinary manner; (4) Collaborate with other Teacher Education Institutes to develop
teaching and learning resources that highlight the inclusion of climate change education; (5)Monitor and assess CCE programmes in accordance with the framework; and (6) Inform all
relevant parties of the outcomes, procedures and effectiveness of CCE.
Further, the programme will also seek to strengthen the following: (1) Ensure continued
discussion on the institutional policies, strategies and principles in promoting climate change
education; (2) Continued collaboration to strengthen and study various approaches andsuccess indicators in the implementation of climate change education; (3) Plan a strategy forthe integration of climate change education in the curriculum, instruction and teacher
training programmes; (4) Generate a framework detailing the characteristics of effective
integration of climate change education; and (5) Fortify the integration of Climate Change
103 | ATECCE PROJECT INTERIM REPORTEducation by focusing on the outcome of the needs-based assessment and addressing the
deficiencies in priority areas.

REFERENCES
Babia, J. P., & Cotejo, D. G. I. (2021). Education sustainable development community based
projects of the Philippines. Psychology and Education, 58(3), 3998-4007.
CHED. (2016). Pathways to equity, relevance, and advancement, in Research, Innovation, andExtension in the Philippine Higher Education.
https://ched.gov.ph/wp-content/uploads/2017/10/CMO-52-s.-2016.pdf
Department of Education and Early Childhood Development (EECD). (2012). Strength-based

Approach.
Genizera, J. B., Tosino, W., Santacera, E. M., & Moncera, A. M. (2022). Implementation of
department of education programs, projects, and activities on mitigating the impact ofclimate change in the Philippines. Journal of Learning and Development Studies, 2(1), 3539.
Luna Scott, C. (2015). The futures of learning 3: What kind of pedagogies for the 21st century?
Lopez, J. J. D., & Malay, C. A. (2019). Awareness and attitude towards climate change of
selected senior high students in cavite, Philippines. Asia Pacific Journal of Multidisciplinary

Research, 7(2 Part III).
Liwanag, B. A., & Lee, M. D. (2021) An assessment on climate change among college studentsof St. Dominic College of Asia (SDCA) amidst the Covid-19 pandemic. SDCA Asia-PacificMultidisciplinary Research Journal, 13.
Okayama University ESD Promotion Centre. (2020). Guide for the effective dissemination of

the Asia Pacific ESD Teacher Competency Framework. Okayama: Okayama University ESD
Promotion Centre.
UNESCO. (2014). Roadmap for implementing the Global Action Programme on Education for

Sustainable Development. Paris: UNESCO.
UNESCO. (2018). Integrating education for sustainable development (ESD) in teacher
education in Southeast Asia. Paris: UNESCO.
UNESCO. (2010). Education for sustainable development lens: A policy and practice review
tool. Education for sustainable development in action learning & training tools no. 2 – 2010
UNESCO Education Sector p.23 values for environmentally relevant attitudes, preferences,
and actions. Environment and Behavior, 46(2), 163-192.
UNESCO. (2021). Sub-education policy review report: Education for sustainable development(ESD). https://en.unesco.org/sites/default/files/education_for_ sustainable_development_
final_-_january_2021_1.pdf

104 | ATECCE PROJECT INTERIM REPORTClosingThisinterim report represents a significant step forward in the attempt to promote climate
Contentchange education in teacher education in order to contribute to climate action. Members of

the project from nine countiries, shared the outcomes of their ongoing practices and future

ATECCE
Projectprospectsof CCE
in teacher MembersClosing
education, such as the creation of modules, training programmes,
courses and workshops. These outcomes will be further accumulated and presented at theContent

final project meeting to be held in Okayama and Kyoto, Japan next year, leading to thedevelopment of a framework for CCE teacher education programmes to be disseminatedthroughout Asia.
Hiroki Fujii
Research Coordinator
Director, Okayama University ESD Promotion Centre at
UNESCO Chair on Research and Education for Sustainable Devleopment

105 | ATECCE PROJECT INTERIM REPORTATECCE Project Members
CHINA
Content
Gendong Shi, Jing Zhang, Juan Zhou
Asia-Pacific ESD Institute

ATECCE Project Members

INDIA
Srishti Singh, Shruti Joshi,
Madhavi Joshi, Preeti Rawat
Content
Centrefor Environment Education

INDONESIA
Ari Widodo, Rini Solihat, Eliyawati,
Ida Kaniawati, Riandi
Indonesia University of Education
Eko Hariyono
Surabaya State University
JAPAN
Kiichi Oyasu, Saeko Fujimoto
Asia-Pacific Cultural Centre for UNESCO
Tomonori Ichinose
Miyagi University of Education
Hiroki Fujii, K. F. Ardh, Hiroko Shibakawa,
Karen Onodera, Megumi Hasegawa
Okayama University
KAZAKHSTAN
Kulyash Kaimuldinova,
Makhabbat Ananbayeva,
Nurzhanat Shakirova,
Karlygash Muzdybayeva,
Adelya Zhanatova,
Bahadur Abdimanapov,
Kalampyr Zhumagulova,
Duman Aliaskarov, Nazira Myrzaly,
Assel Mais, Nargiza Bekbanova,
Abai Kazakh National Pedagogical
University
MALAYSIA
Munirah Ghazali, Nooraida Yakob,
Nidhoil Mohamed Ibrahim,
Tengku Shahrom, Tengku Shahdan
Al-Bukhary International University

Irina Safitri Zen
International Islamic University Malaysia
Rabiatul-Adawiah Ahmad Rashid, Wahyu,
Ro’azeah Md Napeah,
Mohammad Zohir Ahmad
Universiti Sains Malaysia
MONGOLIA
Uuriintuya Dembereldorj,
Batchuluun Yembuu,
Lkhagvasuren Munkhtuya,
Amartuvshin Dorjsuren,
Davaadorj Davaasuren
Mongolian National University of
Education
Dulguun Jargalsaikan
National University of Mongolia
The PHILIPPINES
Amor Q. de Torres
Capitol University
Felina P. EspiqueSaint Louis University
Jestoni P. Babia, Benedict Al-Candia,
Rex Villavelez, Sondrew Baya,
Leo G. Alaras
University of San-Jose Recoletos
THAILAND
Athapol Anunthavorasakul
Chulalongkorn University
UNESCOMark Manns
UNESCO Bangkok Office
Robert Parua, Tianzhou Zhao
UNESCO Beijing Office

106 | ATECCE PROJECT INTERIM REPORTPromoting Teacher Education for Climate Change Education
through Collaboration between Asian Centres of Excellence for
Education for Sustainable Development (ATECCE)
Project Interim Report
Organized by Okayama University in Cooperation with Asia-Pacific Cultural Centre for UNESCO (ACCU), withthe support of UNESCO Bangkok, UNESCO Beijing and Japan Society for the Promotion of Science (JSPS)

17 August 2022
Okayama University ESD Promotion Centre
3-1-1 Tsushimanaka, Kita-ku, Okayama 700-8530, Japan