The Philippines is highly vulnerable to the effects of climate change, including natural hazards and socioeconomic impacts. However, there is an evident scarcity of research on CCE (Climate Change Education) integration in the Philippine curriculum and policy research. Despite the mandate of the Department of Education to integrate CCE into basic education, studies on CCE are restricted to isolated projects, literacy assessments, and climate change perceptions. This study provides a comprehensive evaluation of the integration of CCE in the Philippines through the lens of the Bicycle Model, an established framework for holistic CCE design and evaluation. Following an explanatory mixed methods design, the study evaluates the CCE integration in the core science and social sciences subjects of senior high private schools in Laguna, Philippines. The study combines the quantitative and qualitative data from student-teacher survey questionnaires and interviews. The questionnaire results were analyzed using descriptive statistics, while thematic analysis was used to interpret the qualitative data from interviews. Lastly, the Data Triangulation method was then used to integrate and interpret the findings from both phases. The information extracted from the surveys and interviews guided the paper’s policymaking recommendations on CCE integration in the Philippine SHS Curriculum.

Authors:
Aubrey Alagos, University of Santo Tomas, Philippines
Rodrigo Litao, University of Santo Tomas, Philippines

About the Presenter(s)
Ms Aubrey Alagos is faculty member, science cluster coordinator, and sustainability club adviser at Mapúa Malayan Colleges Laguna. She is pursuing her Masters in Education major in Curriculum and Instruction at the University of Santo Tomas. 

See this presentation on the full schedule – Saturday Schedule

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