Climate Change Discourse in Philippine Public Primary Textbooks

Abstract

The Philippines is highly vulnerable to climate change and extreme weather events, having already experienced some of the strongest typhoons and severe droughts, which have particularly affected its citizens, especially farmers. These natural phenomena have severely impacted the livelihoods of ordinary farmers, fisherfolk, and the broader economic sector. Despite these challenges, studies indicate that many Filipinos are not adequately aware of or well-informed about climate change. This paper investigates how Philippine primary textbooks published from 2000 to 2019 have discussed and contextualized climate change within the subjects of Science and Social Studies, focusing on how these address the causes, impact, and potential solutions to climate change. The lack of awareness about climate change can be attributed, in part, to the limited resources and educational content in primary textbooks—materials that are essential for providing Filipinos with a foundational understanding of climate change and related environmental issues. Utilizing conceptual content analysis, the study reveals that environmental education at the primary level is insufficient to raise awareness of the pressing issues related to climate change in the Philippines. This deficiency in educational content may contribute to the broader ignorance among Filipinos about the significance and urgency of climate change.