Cebu Technological University (CTU) hosted Phase 2 of the Asia-Pacific Teacher Education for Climate Change Education (ATECCE) Network Project from September 15 to 17, collaborating with Japanese universities to integrate climate action and sustainable development into lesson planning and teaching.
The event, titled “Lesson Planning for Climate Action: Content, Pedagogy, and Assessment,” highlighted cross-cultural and holistic approaches to climate education.
It brought together educators from various Philippine educational institutions, including City College of Cagayan de Oro, Capitol University, Cebu Roosevelt Memorial College, Cebu Normal University, University of San Jose-Recoletos, and the Center for Education Excellence.
Japanese partners from Miyagi University of Education (MUE) and Okayama University (OU)- Education for Sustainable Development (ESD) Promotion Center presented international case studies, disaster risk reduction strategies, and sustainable-focused practices drawn from Japan’s experience.
Dr. Hiroki Fujii, Director of the OU-ESD Promotion Center, emphasized the importance of preparing learners to critically reflect on and confront the realities of climate change in both local and global contexts.
“We need teachers on climate change for our students, the next generation,” Dr. Fujii said.
In his presentation, CCCDO President Dr. Jestoni P. Babia stressed the significance of RA 9512, the Environmental Awareness and Education Act of 2008, and RA 9729, the Climate Change Act of 2009, in embedding environmental protection and climate action into education, governance, and community life.
“There are a lot of climate disruptions that we experience, and they are direct threats to livelihood and food security,” he said.
Dr. Lynnette Matea S. Camello, CTU’s University Director for Education for Sustainable Development, highlighted the ‘EcoSEA Literacy Program’, a language program promoting environmental stewardship.
The workshop concluded by tasking the teacher participants with designing eco-responsive lesson plans, implementing school-based interventions, and submitting outcome reports.
This initiative elevates CTU as a key regional hub for advancing climate education and sustainability, reinforcing its contribution to the global call for climate‑smart and eco‑responsive learning.
