As the looming threat of a “very strong” episode nears.
The Department of Education (DepEd) has started strengthening its operational protocols to help schools cope with rising temperatures, while simultaneously reinforcing climate change education within the basic education system.
This comes in response to the impact of El Niño and extreme weather conditions, with the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) having warned that the ongoing El Niño is expected to intensify into a “very strong” state.
Due to this, there is a high likelihood of below-normal rainfall and may cause dry spells and droughts in some parts of the country.
DepEd noted that its preparedness strategy focuses on continuous risk assessment, updated contingency plans, and revised guidelines on learning continuity during emergencies to protect students and school personnel when the heat index reaches dangerous levels.
Alongside these operational measures, Education Secretary Sonny Angara has also directed the continued strengthening and integration of climate change concepts into basic education learning competencies.
“Climate literacy must start early, and it must start in our classrooms. If we teach our learners simple, actionable habits today, such as proper waste segregation and keeping our surroundings clean, we are equipping them with life skills that directly protect their communities tomorrow,” he said.
To maintain a safe and conducive learning environment, schools have also been instructed to prioritize heat and water security by constructing water, sanitation, and hygiene facilities, providing safe drinking water, repairing leaks, and improving classroom ventilation.
School authorities also have the discretion to adjust class schedules or shift to flexible learning arrangements amidst extreme heat.
Moreover, DepEd is also strengthening the monitoring and reporting system at the school level to track heat index, water supply, class suspensions, and health-related concerns in real time, ensuring more accurate allocation of resources and assistance.
Angara emphasized that effective climate action requires coordination among schools, local governments, and families to mitigate risks before severe weather strikes.
“Disaster preparedness and climate change adaptation are matters of shared accountability. DepEd will do its part by embedding these real-world solutions into our curriculum so that every learner knows their role in safeguarding our environment,” he stated.
Under the updated basic education curriculum, climate-related concepts will be introduced with increasing depth across grade levels.
The approach progresses from fostering environmental stewardship in Kindergarten through Grade 3, to analyzing environmental issues—such as air quality and waste management—in Grades 4 to 6.
Tje scientific causes of global warming, mitigation strategies, and global advocacies will then be discussed in Junior High School (Grades 7 to 10).
These competencies are integrated into four core subjects. In Science for Grades 9 and 10, lessons focus on evidence of global warming, greenhouse gases, biodiversity conservation amidst the environmental crisis, and local solutions, including the use of renewable energy.
In Good Manners and Right Conduct (GMRC) for Grades 1–3 and Values Education for Grades 7–10, emphasis is placed on the family’s response to climate issues, the conservation of resources—such as saving food, water, and electricity—and participation in national and global advocacies.
Meanwhile, Physical Education and Health for Grade 6 addresses environmental issues and climate impacts through the “One Health” concept.
Additionally, Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for Grades 4–10 teach practical crisis-response skills, solutions to mitigate climate impacts, and modern farming practices within the agriculture component.
To complement classroom lessons, DepEd also encourages school-based activities through the Youth for Environment in Schools Organization (YES-O), where student groups organize environmental initiatives such as campus waste segregation, local cleanup drives, and the maintenance of waterways to prevent clogging caused by trash.
