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

12 February 2024

Teacher Education for Climate Action

Table of ContentsForewords

1

Asian framework of teacher education for climate action

2

Recommendations based on the framework3

Way forward to implement the framework

5

List of contributors

6Forewords
As the Research Coordinator and Director at Okayama University ESD (Education for SustainableDevelopment) Promotion Centre, I am honoured to present the executive summary of the Asian
Framework of Teacher Education for Climate Action. This project, spearheaded by the Asian
Teacher Educators for Climate Change Education Network (ATECCE) in collaboration with UNESCO
Bangkok, UNESCO Beijing, and the Asia-Pacific Cultural Centre for UNESCO (ACCU), andsupported by the Japan Society for the Promotion of Science (JSPS), epitomises our global
collective efforts to tackle climate change through education. The document is a culmination ofextensive research and international cooperation, aimed at enhancing teacher education acrossAsia. We extend our deepest appreciation to all the project members from nine Asian countries
and the supporting organisations for their invaluable contributions to this endeavour. This effort
represents a critical step in incorporating climate change education into teacher training
programmes across Asia, signalling a substantial commitment to sustainable development.

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

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

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

1 | Executive Summary

Teacher
TeacherEducation
EducationforforClimate
ClimateAction
ActionAsian Framework of Teacher Education for Climate Action
Why is climate change education crucial in teacher training?
The Reimagining our Futures Together: A New Social Contract for Education1) document(UNESCO, 2021) have called for schools to became exemplars of sustainability and carbon
neutrality and the Greening Education Partnership2) initiative (UNESCO, 2022) haveemphasised the importance of integrating climate change education (CCE) in teacher training.
This approach aims to equip educators with the skills to convey the complexities of climatechange, fostering critical thinking, civic engagement, and an understanding of theenvironmental, social, and economic interconnections. These efforts highlight thetransformative role of education in promoting sustainable development and climate
resilience, preparing learners to actively engage with climate change challenges.
How was the Asian Framework of Teacher Education for Climate Action developed?
In November 2023, the Asian Teacher Educators for Climate Change Education Network(ATECCE) convened in Surabaya, Indonesia, gathering representatives from nine countries:
China, India, Indonesia, Japan, Kazakhstan, Malaysia, Mongolia, the Philippines, and Thailand.
A key result of this meeting was the creation of the Asian Framework of Teacher Education
for Climate Action. This framework (Figure 1) aims to steer the inclusion of CCE into teacher
training programmes across these nations, equipping teachers to effectively teach andmotivate climate action.

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

Domain 1:
Integrated Climate
Curricula and Teacher
Empowerment

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

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

Domain 3:
Holistic Assessmentof Climate Action

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

2 | Executive Summary

Teacher Education
Education forTeacherfor Climate
ClimateAction
ActionRecommendations based on the Framework
The outlined recommendations represent a strategic approach to enhance climate change
education across various educational sectors. They are designed to guide teacher educators,
institutions, and policymakers in integrating climate awareness and proactive measures into
their teaching and operational practices. These recommendations focus on curriculum
development, pedagogical innovation, and holistic assessment, aiming to create acomprehensive and effective climate education framework.
Domain 1: Integrated Climate Curricula and Teacher Empowerment
The first recommendation stresses the alignment of educational policies with global climate
initiatives, as detailed in Table 1. It advocates for integrating climate change education into
teacher training programmes, enhancing curricula design, and establishing rigorous teacher
certification standards. This approach aims to lay a solid foundation for climate change
education within the education system, ensuring educators are proficient in imparting climatescience.
Domain 2: Engaged and Innovative Climate Pedagogy
As outlined in Table 2, the second recommendation calls for a transformation in teaching
methods and materials used in climate change education. It emphasises active learnerengagement through innovative pedagogical methods and blending global and local climateissues to make learning relevant and engaging. The recommendation advocates extending
learning beyond traditional classrooms and adapting teaching to diverse student
backgrounds.
Domain 3: Holistic Assessment of Climate Action
The third recommendation, detailed in Table 3, involves a comprehensive evaluation of theeffectiveness of climate change education within teacher training programmes. It
underscores the importance of equipping educators with both knowledge and skills to guidestudents towards meaningful climate action. The focus is on assessing institutionalframeworks, teacher training programme effectiveness, and the ability of educators to create
impactful learning environments.
By implementing these recommendations, there is an opportunity to ensure that future
generations are not only informed about climate change but also equipped to contribute tosustainable solutions. The effectiveness of these initiatives relies on the collectivecommitment and collaborative efforts of teacher educators, institutions, and policy makers.

ExecutiveSummary
Summary
33 ||ExecutiveTeacher Education for Climate Action

Table 1. Integrated Climate Curricula and Teacher Empowerment Domain
Sub-domain

Description

Key Focus Area

1.

Policy alignment with climatechange education

Aligning educational strategies with global
climate initiatives and national policies- National curricula integration- Teacher certification standard

2.

Curricula integration andinterdisciplinarity

Developing interdisciplinary curricula thatweave climate change education acrosssubjects- Comprehensive understanding- Inclusion of ethical, social, andeconomic aspects

3.

Teacher training for climate
competencies

Specialised pre- and in-service training toequip teachers with necessary climatechange knowledge and pedagogy- Content knowledge- Pedagogical skills

4.

Professional development andsupport

Ongoing opportunities for educators toupdate and share their knowledge andteaching methods- Workshops and seminars- Collaborative projects

5.

Practical application andexperiential learning

Hands-on learning opportunities
connecting theoretical knowledge withreal-world applications- Fieldwork- Community engagement activities

6.

Teacher well-being andmotivation

Strategies to manage workloads andprovide mental health support, withrecognition and rewards- Workload management- Inventive systems

7.

Empowerment throughrecognition and certification

Formal recognition of teachers’ climatechange education expertise- Certification programmes- Professional endorsement

Table 2. Engaged and Innovative Climate Pedagogy Domain
Sub-domain

Description

Key Focus Area

1.

Diverse delivery and resource
utilisation

Multiple modes of content delivery fordiverse learning styles- Online, offline, on-air platforms- Global and local perspectives inmaterials

2.

Community and institutionalengagement

Encourages learning in community andinstitutional settings- Informal learning settings- Community-based projects

3.

Belief in learner potential

Fostering environments that value andnurture individual potential- Collaborative learning- Self-directed methodologies

4.

Respect for diversity oflearners

Tailoring learning approaches to diverse
student needs and backgrounds- Differentiated learning- Inclusive education strategies

5.

Real-context learning

Connecting educational content with realworld scenarios and applications- Experiential learning- Field-based activities

6.

Learner as change agent

Empowering learners to be proactive incommunity and environmental change- Transformative methodologies- Entrepreneurship education

Table 3. Holistic Assessment of Climate Action Domain
Sub-domain
1.

2.

3.

Description

Key Focus Area

Teacher education
institutions

Evaluates institutional support for CCE. This
includes governance, curricula, culture andfacility adequacy- Governance and policy for CCE- School culture and green campus- Community partnerships

Teacher trainers

Assesses the competencies of teacher
trainers in CCE within educational
institutions- Developing engaging CCE learning
experience- Innovating CCE pedagogy- Research and development in CCE

Focuses on the professional
development of teachers in CCE- Creating effective learning
environments- Engagement with educators andstakeholders- Continuous professional
development

Learners (Pre- andin-service teachers)

4 | Executive Summary

Teacher Education for Climate Action

Way Forward to Implement the Framework
What are the levels of implementation?
The Asian Framework of Teacher Education for Climate Action recommends a multi-tiered
strategy for weaving CCE into the fabric of teacher education systems at institutional, national,and regional levels. The 'Way Forward' in Figure 2 provides a detailed course of action,
recommending the development of comprehensive CCE training programmes at theinstitutional level, alongside expert engagement and the integration of CCE into broader
educational frameworks.
Institutional Level:- Development of holistic CCE
training programmes.
- Expert engagement and resource
preparation.
- Integration of CCE into
educational programmes.
- Conducting scientific andeducational projects.
- Resource provision for generaleducation.

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

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

Figure 2. Way forward to the Asian Framework of Teacher Education for Climate Action
Nationally, it suggests strategic planning for CCE, advocating for government backing,curricula development, and teacher training enhancements, coupled with extensive seminars
and training. Regionally, the framework recommends fostering partnerships among Asianteacher education institutions, setting up a network for collaboration, and initiating joint
scientific and educational projects, thereby unifying climate action education efforts acrossAsia.
What are the expected outcomes and future prospects for expansion of the framework?
The framework is poised to make impactful advances at institutional, national, and regional
levels. Expectations include enhancing teacher expertise and curricula at institutions, aligningnational educational policies with global climate goals, and fostering regional collaboration
for shared resources. In the future, it’s anticipated that the framework will integrate advanced
technologies and community programmes, encourage inter-ministerial collaborations, andpotentially expand to establish regional centres of excellence. This expansion is likely to spurthe development of global networks and partnerships, promoting an international exchange
of knowledge and resources in climate change education.
5 | Executive Summary
5 | Executive Summary

Teacher Education for Climate Action

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

MALAYSIA
Munirah Ghazali, Rabiatul Adawiah
Al-Bukhary International University

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

Irina Safitri Zen
International Islamic University Malaysia

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

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

JAPANKiichi Oyasu, Saeko Fujimoto
Asia-Pacific Cultural Centre for UNESCO

The PHILIPPINES
Amor Q. de Torres
Capitol University

Tomonori Ichinose
Miyagi University of Education

Jestoni P. Babia
City College of Cagayan de Oro

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

Felina P. EspiqueSaint Louis University

KAZAKHSTAN
Kulyash Kaimuldinova,
Karlygash Muzdybayeva,
Nurzhanat Shakirova, Adelya Zhanatova
Abai Kazakh National PedagogicalUniversity6 | Executive Summary

THAILAND
Athapol Anunthavorasakul
Chulalongkorn University

Teacher Education for Climate Action

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

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