In 2024, Southeast Asian education unions led the way in promoting climate justice and a just transition framework through strong union leadership and collaboration. The examples from Malaysia, Indonesia and the Philippines showed that unions can raise wider climate consciousness among students and educators, and influence policies towards improving climate adaptation in the education sector. In the last edition of the Climate Justice Series, education unions also put forward their demands for quality climate education for all, affirming their commitment to pursuing systemic change through collective action and union power.

1. Quality climate education must be a right.

We call for the incorporation of climate change and climate justice into the national curriculum and integrating environmental literacy into primary until tertiary levels. This must include teaching disaster preparedness, climate resilience, agroecology and community-based adaptation strategies.

2. Quality climate education must be inclusive.

We demand a comprehensive and holistic approach that includes the perspectives and knowledges systems of Indigenous, rural and migrant communities. We also demand providing support to learners with disabilities and bridging the digital divide among students and educators who lack access to the internet and digital skills.

3. Quality climate education must be taught through a hands-on and comprehensive approach.

We call for climate education to be taught in a comprehensive approach by including it in all subjects and using hands-on techniques on sustainability.

4. Quality climate education must include climate-resilient and sustainable education infrastructure.

We call on higher public investment to fund climate resilience and sustainability in education infrastructure by building and sustaining renewable energy use, retrofitting schools, and providing water conservation systems. Education ministries must also set guidelines on sustainability plans for schools.

5. Quality climate education must prioritize strengthening climate literacy and professional development for teachers.

We demand accessible and widespread training for teachers on climate literacy and digital skills. Teachers must be given paid time and resources to enhance their capacities on climate literacy as well as effectively teaching climate justice.

6. Quality climate education must include strengthened student and community engagement.

We call for programs that foster student and community engagement on sustainability practices and civic participation. We believe that by promoting stronger community bonds, we also encourage civic participation among our students and their communities, mustering collective action for broader systemic change.

8. Quality climate education must encourage the pursuit of climate justice, especially for the vulnerable.

We affirm that climate justice is an integral part of the broader struggle for human rights, social justice and ecological harmony. Climate change compounds existing inequities, disproportionately affecting the poor and historically marginalized. In the education sector, this means that students and educators coming from vulnerable backgrounds are more gravely affected by the climate crisis. Therefore, the curriculum must reflect these realities and provide the opportunity for students and educators to learn about the climate crisis and realize their roles in mitigating and adapting to climate change.

In an effort to make this a living document, we welcome suggestions from other unions in Southeast Asia and beyond as we intend to create a manifesto from this list. If you would like to contribute, please send an email to Alanah Torralba, alanah.torralba@ei-ie.org.