Climate Action Plan - Education

5-YEAR CLIMATE ACTION PLAN FOR EDUCATION
Fiscal Years 2025 – 2029

I. RATIONALE
Climate change is recognized as the most urgent challenge of the 21st century, posing significant threats to human health, food security, ecosystems, and economic stability. The Intergovernmental Panel on Climate Change (IPCC) reports that global warming is intensifying extreme weather events, rising sea levels, and biodiversity loss, disproportionately affecting developing nations like the Philippines. With its geographical location in the Pacific Ring of Fire and typhoon belt, the Philippines is one of the most climate-vulnerable countries in the world. Southern Leyte, in particular, faces recurring risks of typhoons, flooding, landslides, and coastal degradation—events that disrupt livelihoods, education, and community well-being. As a state university, Southern Leyte State University (SLSU) acknowledges its responsibility to address these challenges by preparing students and communities to be climate-resilient and sustainability-driven. Higher education institutions are not only centers of knowledge but also catalysts of transformation. By embedding climate action into instruction, research, extension, and production, SLSU contributes to building a generation of graduates who are environmentally literate, socially responsible, and capable of leading adaptive and innovative solutions for a sustainable future.

This Climate Action Plan for Education is anchored on several key frameworks:

1. Global Commitments – The United Nations Sustainable Development Goals (SDGs) underscore the importance of integrating sustainability into education, particularly SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land). UNESCO also emphasizes Education for Sustainable Development (ESD) as essential for equipping learners with the knowledge, skills, and values to address global challenges.

2. National Priorities – The Philippine government has adopted the Philippine Development Plan (PDP) 2023–2028, which highlights climate resilience and environmental sustainability as cross-cutting strategies. Republic Act No. 9729, or the Climate Change Act of 2009, mandates educational institutions to mainstream climate change in their curricula and community programs.

3. Institutional Commitment – SLSU’s Strategic Development Plan 2025–2029 (LUPAD: Ascending of the Mighty Kingfishers) envisions the University as a smart and green institution, committed to innovation, inclusivity, and resilience. This Climate Action Plan for Education operationalizes that commitment by ensuring that climate action is embedded in the University’s teaching, research, extension, and student engagement initiatives.

The need for such a plan is both urgent and strategic. Many students entering higher education have limited understanding of environmental issues and their interconnectedness with social and economic systems. Without structured and deliberate integration of climate action into the curriculum, research, and outreach, the opportunity to shape environmentally conscious graduates will be lost. Furthermore, the increasing demand for professionals with expertise in sustainability, green technologies, and disaster risk reduction necessitates that universities offer programs responsive to workforce and societal needs.

For Southern Leyte communities, where agriculture, fisheries, and coastal livelihoods are most affected by climate risks, SLSU is in a unique position to serve as a knowledge hub—providing evidence-based research, training, and community extension programs to mitigate vulnerabilities and build adaptive capacities. This Climate Action Plan for Education, therefore, is not only an academic exercise but also a moral imperative: to educate, empower, and engage the next generation of leaders, innovators, and citizens in protecting the environment and sustaining life for future generations.

By adopting this five-year Climate Action Plan for Education (FY 2024–2028), SLSU commits itself to:

• Equipping all students with environmental literacy and sustainability competencies.
• Strengthening faculty expertise in education for sustainable development.
• Expanding academic programs that focus on environmental sciences and sustainable development.
• Supporting climate-related research that provides real-world solutions to local and national challenges.
• Extending climate action knowledge to communities through outreach and partnerships.

In doing so, SLSU reaffirms its role as a transformative institution, responsive to the pressing environmental challenges of its time, and aligned with both national development goals and international climate action commitments.

II. POLICY STATEMENT
Southern Leyte State University commits to mainstreaming environmental sustainability and climate action into its core functions. The University shall:

1. Integrate environmental sustainability across all academic programs and promote environmentally focused degree offerings.
2. Build faculty and staff capacity to teach, research, and advocate for sustainability.
3. Engage students and empower them as leaders of climate action initiatives.
4. Extend knowledge and practices to partner communities through outreach and extension programs.
5. Advance research and innovation addressing climate change, disaster resilience, and sustainable development.

III. OBJECTIVES

1. Curriculum Integration: Integrate environmental sustainability modules/courses in 100% of undergraduate and graduate programs by FY 2026.
2. Environmentally Focused Degrees: Develop and secure CHED approval for two new environmentally focused degree programs by FY 2029.
3. Faculty Capacity Building: Train 100% of faculty members on sustainability integration by FY 2027.
4. Student Engagement: Institutionalize an annual SLSU Climate and Sustainability Week by FY 2025, engaging at least 70% of the student body.
5. Community Outreach: Conduct at least 20 environmental education and outreach programs annually from FY 2025 to FY 2029.
6. Research and Innovation: Increase climate-related research outputs by 30% by FY 2029.

IV. SCOPE
This policy applies to:

• Instruction: All colleges, academic programs, and faculty members across the six campuses of SLSU.
• Research: All research initiatives and outputs funded by the University or in partnership with external agencies.
• Extension: All extension and community engagement programs implemented by SLSU.
• Student Services: Student organizations and offices supporting climate action and sustainability initiatives.
• Partnerships: Engagements with LGUs, national agencies, non-government organizations (NGOs), industries, and international partners.

V. KEY STRATEGIES

1. Curriculum and Instruction – Embed climate change and sustainability in general education, major, and elective courses; introduce capstone projects with environmental components.
2. Faculty Development – Provide annual training on Education for Sustainable Development (ESD); incentivize sustainability-related teaching and research.
3. Student Empowerment – Strengthen student environmental organizations; establish a Green Student Ambassadors Program; institutionalize Climate & Sustainability Week.
4. Research and Innovation – Establish a Climate Action and Sustainability Research Center by FY 2026; prioritize sustainability in research grants.
5. Extension and Partnerships – Expand outreach programs with LGUs, DepEd, DENR, DOST, and NGOs; implement climate education projects in communities and schools.

VI. IMPLEMENTATION FRAMEWORK

A. Timeline of Activities (FY 2025–2029)

B. Responsible Units

• Office of the Vice-President for Academic Affairs – Curriculum integration and program development.
• Office of the Vice-President for Research, Innovation, and Extension Services– Research, innovation, and outreach.
• Office of the University Planning and Development – Monitoring, evaluation, reporting.
• Office of the Human Resource Management and Development – Faculty training.
• Office of the Vice-President for Student and Auxiliary Services – Student engagement and advocacy.
• Academic Deans/Department Chairs – Program-level implementation.

C. Resources Needed

• Faculty development funds
• Research and extension grants
• Infrastructure budget for Research Center
• Partnerships with national/international agencies

VII. MONITORING AND EVALUATION

• Annual Reviews: Every December
• Mid-Term Evaluation (2027): Assess curriculum integration, faculty training, research, and outreach progress.
• Final Assessment (2029): Evaluate overall success against SMART objectives.
• Indicators:
  • Programs with sustainability content
  • Faculty trained
  • Outreach activities and beneficiaries
  • Research outputs on sustainability
  • Student participation levels