ESD and Teacher Education Mainstreaming

Survey Report

Submitted by:

Amomonpon, Camelle C.

Gibo, Jessa Marie K.

Sabredo, Kecil B.

Sapetin, Anna Marie J.

Sapid, Mencae Marae T.

Urmeneta, Rica C.

Submitted to:

Mrs. Lea Mae Ladonga

 ESD and Teacher Education Mainstreaming Survey Report

According to Reid (2002), Education for Sustainable Development (ESD) is concerned

with equipping individuals, communities, and governments to live in accordance with the
sustainable goals and to understand and appreciate the aspects of sustainable development
namely the environment, social and economic. It simply means contributing to improve the
quality of life, the environment, and a more equitable economic growth for everyone to attain
progress and sustainability. Wherein a sustainable society now will be able to create a great
opportunity for the future generation to come.

Wals (2011) also stated that ESD aimed to educate and train students for sustainable
decision-making through social learning, a type of transformative learning to prepare them in
their future endeavors. With that, teachers have a significant role and responsibility to teach and
help develop the knowledge and necessary skills for students. In order for them to acknowledge
sustainable issues and challenges along the way to be able to embrace and adapt the concept
of sustainability by not taking for granted the aspects of sustainable development that lies on it.

Moreover, Abdulwali et al (2010) emphasized that a successful learning in ESD is

closely connected to methods used by the teachers and learners. Also Uitto and Saloranta
(2017) pointed out that subject teachers' awareness of their ESD competence was important in
the implementation of discipline-based and interdisciplinary ESD in their teaching practices. By
that, an equipped teacher with competent knowledge, skills, strategies, techniques, and
management are instruments in achieving quality education among schools and learners as well
as in realizing the goals of ESD.

According to Egna et al (2014) in the current study that examines the Namibian school
teachers’ perception of ESD and implementation in their teaching practices. It was found out
that ESD is becoming more important as the economy grows and the number of relatively young
consumers increases. With that, there is a need to learn to live a sustainable life for a
sustainable future. This may vary from countries to countries as well as institutes as the
presence of sustainability and ESD in the curriculum varies around the world as to the
implementation of ESD in schools and universities has been studied differently in several
countries.

Teachers and students' perceptions of ESD: its implementation and practices, play a
major role in the way they work hand in hand for the future. Hence, the purpose of this survey is
to determine the ESD and Teacher Education Mainstreaming which are adapted and utilized by
the teacher educators and TEI leaders, administrators, or managers within the state colleges in
the Visayas on how they are exposed, acknowledge the importance of ESD, and existing
practices in their respective schools as well as the barriers that hinders its goal and initiative for
possible changes.
 Specifically, this survey seeks to answer the following questions:

1. Are all student-teachers exposed to the importance of ESD? If “YES”, briefly

describe existing practice. If “NO”, briefly describe any barriers and opportunities
for possible change initiative.

2. Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly
describe existing practice. If “NO”, briefly describe any barriers and opportunities
for possible change initiatives

3. Are cross-curricular and thematic possibilities developed at a policy, institutional

and/ or programmatic level in teacher education? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for
possible change initiatives

4. Is ESD infused into all core courses in teacher education programs (e.g. in
studies in education; curriculum theory; curriculum planning; applied curriculum
studies for teaching different subjects)? If "YES" briefly describes existing
practice. If "NO", briefly describe any barriers and opportunities for possible
change initiative.

5. Is ESD infused into the range of elective courses in teacher education programs
so that student-teachers can develop advanced understanding of aspects of ESD
and skills if they wish? If “YES”, briefly describe existing practice. If “NO”, briefly
describe any barriers and opportunities for possible change initiative.

6. Are continuous professional development programs in ESD available for

beginning teacher educators to build their commitment and capabilities to
implement and develop ESD? If "YES", briefly describe existing practice. If "NO",
briefly describe any barriers and opportunities for possible change initiative.
7. Based on the result of the survey, what recommendations and implications can
be suggested?
[Link]

RESEARCH DESIGN

The researchers used an online research method using computer-mediated

communication (CMC) via messenger. Since the new normal setup is in the virtual world and
many precautions were disseminated when it comes to physical interaction, the need to observe
distant communications is mandatory. The qualitative design using online written interviews was
utilized for data collection. The researchers sought in-depth understanding on how ESD is
integrated and implemented in the chosen institutions.
RESEARCH RESPONDENTS
The respondents were selected from five (5) universities/colleges. Each institution
comprised three (3) students taking up Bachelor of Education and one (1) teacher/administrator.
The data collected from the five institutions were, nonetheless adequate enough to produce
meaningful results for the survey. Table 1 below presents a record of the number of the
teachers/administrators and pre-service teachers.

Table 1: Record of the Respondents

School Respondent Position

Cuerdo Teacher

Silva 2nd year student

Talisay City College (TCC)
Cathlyn 2nd year student

Enario 2nd year student

Mahidlaon Teacher

Abendan 2nd year student

Consolatrix College of Toledo City, Inc. (CCTC)
Tacang 3rd year student

Bacalso 2nd year student

Pedro Teacher

Pesquera 3rd year student

Cebu Normal University- Main (CNU)
Munoz 3rd year student

Machel 3rd year student

Manulat Teacher

Bayo 2nd year student

Cebu Technological University-Carmen (CTU)
Rhea Mae 2nd year student

Everlyn 2nd year student

Joey Teacher

Pica 3rd year student

Leyte Normal University (LNU)
Cordero 2nd year student

Cullina 2nd year student

 Table 1 presented the respondents from five different universities in the Visayas. The
listed participants had the characteristics and knowledge needed by the researcher for the
feasibility of the research.

RESEARCH ENVIRONMENT

The researchers conducted their online survey of the following universities and state
colleges’ Teacher Education Institution (TEI) inside Visayas;Talisay City College
(TCC);Consolatrix College of Toledo City, Inc. (CCTC);Cebu Normal University-Main Campus
(CNU) Cebu Technological University- Carmen Campus (CTU); Leyte Normal University (LNU).

INSTRUMENT FOR DATA COLLECTION

Structured Survey forms from the ESD and Teacher Education Mainstreaming Survey.
The researcher aimed to accurately collect the data and as a result, all the interviews were done
through the use of google forms. This google form was where the respondents wrote their
responses to the varied queries.

METHOD OF DATA COLLECTION

The researchers disseminated the Teacher Education Mainstreaming Survey

Questionnaires individually to the respondents. Each researcher owns an institution to gather
four (4) respondents. The researcher then handed out the google forms link to at least five (5)
students and two (2) teachers to make sure to target the needed numbers of respondents.
During the filling out of the respondents, the researcher encountered problems such as the
difficulty of the questionnaires but the researchers were able to address the concern. The
researchers waited for 5-7 days to gather all the responses.

DATA ANALYSIS
The method used for data analysis is thematic content analysis (TCA) to the interview
transcripts collected from the research participants that reflect experientially of the
research. This method comprised the following steps.

Step 1: Transcription
The researcher transferred the data in the google forms onto the word
document, and read it to get an idea of what the data was about.
Step 2: Checking and analysis
The data was divided into smaller related (by questions) units. This was
achieved by analyzing each response.
Step 3: Interpretation
The psychological interpretation was then used to interpret the data from
step 2.
Step 4: Generalization
 The overall answer from the interpretation.
Step 5: Validation
Validity of the data was checked by going through the transcripts again,
and allowing the researchers to read it as well- so as to validate the
findings.

Table 2: Result of the Survey

TCC CCTC CNU CTU LNU T

O
T
No. of respondents A
L
Survey Questions
Yes No Yes No Yes No Yes No Yes No Yes No

Are all student-teachers exposed to 4 0 4 0 4 0 4 0 4 0 20 0

the importance of ESD?

Is ESD seen as a whole -of 3 1 4 0 3 1 3 1 2 2 15 5

curriculum priority by the institution?

Are cross-curricular and thematic 4 0 4 0 3 1 3 1 3 1 17 3

possibilities developed at a policy,
institutional and/ or programmatic
level in teacher education?

Is ESD infused into all core courses 4 0 4 0 4 0 3 1 2 2 17 3

in teacher education programs (e.g.
in studies in education; curriculum
theory; curriculum planning; applied
curriculum studies for teaching
different subjects)?

Is ESD infused into the range of 4 0 4 0 3 1 3 1 2 2 15 5

elective courses in teacher
education programs so that
student-teachers can develop
advanced understanding of aspects
of ESD and skills if they wish
barriers and opportunities for
possible change initiative?

Are continuous professional 3 1 4 0 2 2 3 1 2 2 14 6

development programs in ESD
available for beginning teacher
educators to build their commitment
and capabilities to implement and
develop ESD?

Table 2 showed the result of the responses per school. There are 20 respondents who
answered Yes and No to the given questions. In response to the first question, 20 of the 20
respondents from five different universities in the Visayas answered YES and no one answered
NO. On the other hand, 15 out of 20 respondents answered YES to the second question, while
the remaining 5 respondents answered NO. In the third question, 15 respondents answered
YES, while 5 respondents answered NO. In the fourth question, the majority of the respondents
answered YES rather than NO; in total, 17 out of 20 respondents answered YES, while the
remaining 3 respondents answered NO. In the fifth question, 15 respondents answered YES,
while 5 respondents answered NO. In the final question, 14 of the 20 respondents said YES,
while the remaining 6 respondents answered NO.

Graph 1: Total Responses of “Yes” and “No” Per School

As shown in Graph 1, TCC’s respondents gave an overall score of 22 YES and 2 NO.
CCTC respondents had a total of 24 YES and 0 NO responses. CNU respondents answered
with 19 YES and 5 NO. 19 YES and 5 NO responses were given by CTU respondents. Finally,
LNU respondents answered with 15 YES and 9 NO.

CONCLUSION

This survey deeply examines the standpoints of each school about how ESD is being
integrated in the curriculum mainstream. A special education for ESD, which helps in improving
the quality of Education in our country and equip all students with knowledge and skills that are
useful on how to achieve a sustainable life and to empower change in the society. It also shows
how each school implements activities or projects to obtain the 17 Sustainable Development
Goals and to know the involvement of each student in each process.
 The investigation also reveals that each of the schools are now embracing ESD in
Education. They also used the ESD pedagogies to promote knowledge, new learning of skills,
new concepts, understanding and to instill values among students. Moreover, this study also
prevails on how knowledgeable are the teachers and students now about the importance of
ESD in Education.

FINDINGS

The researchers found out that most of the schools do not have an idea of ESD as a
UNESCO movement but all of the schools practice some of the goals of ESD especially those
related to environmental conservation. Activities such as tree planting and using recycled
materials for their projects. Consolatrix College of Toledo City, Inc. (CCTC), the highest number
of Yes’s in the survey, second is Talisay City College, third is Cebu Normal University and Cebu
Technological University- Carmen, fourth is Leyte Normal University. Students and Teachers
have been exposed to the importance of ESD in terms of empowering their knowledge, skills,
values and attitudes to take informed decisions and make responsible actions in their studies,
fields and daily life for them to have the awareness or the know-how on how to improve on their
craft in order to become more sustainable and efficient in work.

They had seen ESD as a whole of curriculum priority by implying and discussing it in their
lessons like in NSTP class they were exposed to various civic welfare activities such as
clean-up drives and campus vegetation, seminars, and webinars . They also created a program
called “ Jeepgy Program: Ecological Integrity” the purpose of this program is to encourage the
students and teachers to be aware and take good care of our environment. Some of the
activities done is tree- planting, recycling, feeding programs, during their foundation days, their
school implements community projects, for example the restoration of Mangonbangon
creek/river just beside the campus, observing proper waste disposal and maintaining
cleanliness in every school, students and teachers are also encouraged to donate during
[Link] practice conserving energy by turning off the electricity during Friday noon,
since most of the teachers are introducing these to the students, and little by little they start to
adapt these kinds of practices that help the community and individuals. Other schools have a
subject called TSK which means Tabang sa komunidad wherein in that subject, they will actively
go to a community and do feeding.

ESD has been implemented, integrated in their curriculum or syllabi to ensure

organization of delivering any input. They believe that it can help the community and the
individuals in terms of change in the way they view life and the way they [Link] deserves
an improvement especially in understanding of ESD.

Leyte Normal University has the highest number of No’s in the survey, second is
Cebu Normal University and Cebu Technological University-Carmen ,and Third is Talisay City
College. Their Academic skills are given more importance by the curriculum and not everyone
knows about the concept of Education for Sustainable Development as they are only familiar
with activities such as tree planting, donations, proper waste management, etc. but they don't
attribute it to ESD. Beginning teachers are more exposed to pedagogy, content and application
of knowledge. It consumes too much time and not totally their field of [Link] barrier for
them is the budget. There is always a need to consider the funds because prioritizing ESD in
the curriculum is far like counting numbers. Yes, some might say we can find ways to minimize
the funding since it is a part of sustainable development goals but, try to ask yourself practically-
can we really move directly without budget? Of course no, thus, to change this part and
eventually make ESD a curriculum priority we have to start thinking of activities or something
that can raise funds to support and make ESD more realistic. But they hope that it would be
employed in their curriculum to help develop future educators in becoming competent
professionals and at the same time, establish their love and care for our environment.

RECOMMENDATIONS
The researchers recommend that ESD should be integrated in the schools curriculum. Letting
the students know that learning about ESD can change our lives, on how we view things and on
how reckless we are in our actions. They can learn the SDG’s ( Sustainable Development
Goals) which is the framework of ESD. They can also learn the 3 pillars of ESD which is social,
environment, and economic. With that knowledge we can give the students a Quality Education
not only in academics but also values. As Jose Rizal said, “ youth is the hope of our future.”
APPENDICES
Name: James Clark Gullina
School's Name: Leyte Normal University
School's Address: Paterno Street Tacloban City
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives *

Yes. In my experience as a college freshman in my school, during my classes under, NSTP program, we
were exposed to various civic welfare activities such as clean-up drives and campus vegetation. With
that, I could say that we, the students-teachers in my school, are exposed to the importance of ESD.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives *

Yes. Our institution is not just striving more on excellence but also to the welfare of our community. During
foundation days, our school implements community projects, for example the restoration of
Mangonbangon creek/river just beside the campus.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives *

Yes. One of it is setting higher standards to sustain the quality of education that we the students acquire.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describes existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative. *

Yes. Most of the course contents include activities that encourage engagements from one student to
another. The syllabi are well developed to ensure organization of delivering any inputs.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative. *

Yes. I've known that there are programs held inside our campus where students can learn Korean
language, be engaged in campus journalism, performing arts, and research.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative. *

Yes.
Name: John Den Mar E. Cordero
School's Name: Leyte Normal University
School's Address: Paterno St. Tacloban City, Leyte
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, there is observance of proper waste disposal and maintaining cleanliness in every school.
Also, students and teachers are also encouraged to donate during calamities.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

No, because academic skills are given more importance by the curriculum and I think not everyone knows
about the concept of Education for Sustainable Development as they are only familiar with activities such
as tree planting, donations, proper waste management, etc. but they don't attribute it to ESD. Hence, I
think school institutions should provide more opportunity for both students and teachers to learn and be
more aware of the purpose of ESD.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, because various courses require students to effectively acquire the standards given in the
curriculum.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

No, because there is a lack of understanding of the importance of ESD and I think it should be included in
courses in education programs to help develop future educators in becoming competent professionals
and at the same time, establish their love and care for our environment.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

No, ESD is not infused into the range of elective courses in education programs as mastery of academic
skills are given significance by the curriculum. For them to develop understanding of the aspects of ESD
as well as the necessary skills, I think the first step to a comprehensive understanding of the concept is to
employ ESD in the curriculum.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.
No, because beginning teachers are more exposed to pedagogy, content and application of knowledge.
Attending workshops or trainings regarding Education for Sustainable Development is a stepping stone to
have awareness and explicit understanding of the concept.

Name: Darrell Pica

School's Name: Leyte Normal University
School's Address: Paterno St, Downtown, Tacloban City, 6500 Leyte
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, because in our school we do some activities every Saturday such as tree planting, recycling, feeding
programs, etc.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

No

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

No

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

No

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

No

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

No
Name: Joey
School's Name: Leyte Normal University
School's Address: Paterno St, Downtown, Tacloban City, 6500 Leyte
Designation: Teacher

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, we the students are exposed to tree planting, segregation, recycling,etc.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

No, we have other priorities.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

No, we do not focus more on esd but rather on other things.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, it is somehow infused in the curriculum planning, studies,etc. especially if a subject involves nature.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

No, we focus more on different things

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

No, we are not fully focused on ESD but we are exposed to some activities.
Name: Coraine Enario
School's Name: Talisay City College
School's Address: Poblacion, Talisay, City Cebu
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. Every student-teacher is tasked to examine students by making sure that knowledge,skills and
values are in the instructional material. In this time of pandemic, they let us do the recycling of empty
bottles and make it a stand plant.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. But not like before, that we will really go to a place and do something to make it look better.
However, we still do something that will enhance our skills and of course knowledge.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes. Policy planning depends on the courses available at the school.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes. Every course from Educ to Non- Educ courses is promoting ESD.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes. ESD is infused in all courses available in Tcc. We have this subject called TSK which means Tabang
sa komunidad wherein in that subject, we will be actively go to a community and do feeding.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes. Not just in Education but also with other courses. Teacher educators will surely find ESD fun to do in
class, and I am sure that it will be infused in the teaching-learning as they will go through.
Name: Cathlyn
School's Name: Talisay City College
School's Address: Poblacion Talisay City Cebu
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, just like tree planting

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, tree planting that creates an importance to the institution

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, donations

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, just like donations

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, everyone deserves an improvement specially in understanding of ESD

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

No, everyone should commit to the implication of ESD.

Name: Norliza Silva
School's Name: Talisay City College
School's Address: Talisay City, Cebu
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, NSTP involving different activities like community immersion and tree planting

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, NSTP

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes
Name: Jayson Cuerda
School's Name: Talisay City College
School's Address: Colon Street, Cebu City
Designation: Teacher

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, it has been taught and integrated in the class discussion.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

No, Not a priority but viewed as part of the Curriculum

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, upon instruction with integration of ESD

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, for it helps the community, especially that we train our future educators.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, it has been developed and integrated into different courses.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes, they must acquire and live with it from the very beginning.
Name: Kriszyl Jhane Pesquera
School's Name: Cebu Normal University
School's Address: Cebu City
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes since our school is doing its best to comply with it. With the help of each stakeholder, it is realized.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes because the school keeps on telling us about it. Through seminars, webinars and even during normal
discussion.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes I think in some ways it is included.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, every now and then professors mention it.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes.
Name: Ma. Angela S. Labastida
School's Name: Cebu Normal University
School's Address: Osmena blvd, Cebu City
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, I have observed that the student-teachers l, student council and the students joint force to implement
ESD.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, the institution mandates school organizations to prioritize the activities including ESD.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes because the policy is said and done

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes since the whole school including teacher , students and student-teacher is attaining to achieve a
green environment

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes since the whole school including teacher , students and student-teacher is attaining to achieve a
green environment

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes , ESD is and already are implemented

Name: Marie Colche M. Munoz
School's Name: Cebu Normal University
School's Address: Osmeña Blvd, Cebu City, 6000 Cebu
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. Cebu Normal University was named as one of the most eco-friendly and conscious schools found in
the whole city. Students are strictly taught to be mindful about their environment and the waste they make
around the campus.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes.
Name: Carren Joy de Pedro
School's Name: Cebu Normal University
School's Address: Osmeña Boulevard Cebu City 6000
Designation: Teacher

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. By being taught of the different activities of ESD to be used during classroom instructions

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. It is strongly iterated by professors as well as the student council through variety of posters

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes. During NSTP classes

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers an opportunities for possible
change initiative.

Yes. It has been tackled during a few classes

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes. It is always included in prof ed classes

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

No. It consumes too much time and not totally our field of focus
Name: Everlyn
School's Name: Cebu Technological University Carmen Campus
School's Address: Carmen Cebu
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. Teachers and students have been made aware about the importance of ESD.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes. The institution has activities that promote ESD such as Donations, Tree planting among others.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes. Teachers have to attend webinars and seminars and trainings for professional growth.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes. Teachers also guide students and encourage them to participate programs and activities that
promote ESD.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes. Importance of ESD is integrated with relevant activities like research and community engagement.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes. They are encouraged to participate activities that promotes ESD.

Name: Rhea Mae
School's Name: Cebu Technological University
School's Address: Carmen, Campus
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, based on my own experience we are exposed to [Link], aside from what is already shown
in the picture we also conduct free tutorials for the young ones who are facing difficulties in dealing with
numbers. A little act of participation to attain sustainable development will help to have a better
understanding of the principle of ESD.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, education is a major priority since it aids in the creation of a society that is sustainable for all.
Schools will encourage sharing and reusing materials, as well as favoring recyclable products, in order to
empower pupils. Students must also be adaptable and make an attempt to succeed by instilling in them
the proper attitude toward everything they undertake.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, it was developed as a result of a systematic attempt to apply information, concepts, and ideals to a
variety of situations.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, because the goal is to achieve a sustainable society, teachers are instilled with ESD, and educators
must be more confident, competent, and capable of going beyond their limitations.
They must be adaptable in order to deal with a variety of situations.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes.
Name: Bayo, Lyn Marie
School's Name: CTU-Carmen Campus
School's Address: Ramon D. Durano St. Poblacion, Carmen, Cebu
Designation: Second Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, it is taught in school and even became a part of some subjects thus, the teacher has been able to
share its importance. Not only that students and teachers are given exposure to how important ESD is,
they are also given the chance to study its aspects and areas of focus. Just like when schools initiate a
tree planting activity, it is seen how such existing practice can make the world a sustainable place for
humanity and for the rest.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

[Link] barrier for me is the budget. There is always a need to consider the funds because prioritizing
ESD in the curriculum is far like counting numbers. Yes, some might say we can find ways to minimize the
funding since it is a part of sustainable development goals but, try to ask yourself practically- can we
really move directly without budget? Of course no, thus, to change this part and eventually make ESD a
curriculum priority we have to start thinking of activities or something that can raise funds to support and
make ESD more realistic.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes. I firmly believe that something spectacular follows a rule and is implemented with a good core. Each
institution poured efforts to intertwine sustainable development goals to education, may it be in simple
activities around school or those that involve the community.
In this connection, teacher education plays a huge part not just as a giver of knowledge but as a catalyst
who initiates activities to better the existing policies and strengthen the implementation of programs for
ESD itself.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes. It has been made a part of the curriculum and even taught already as part of giving a
performance-based and authentic assessment to students. Like, mangrove planting, coast cleaning,
waste segregation as part of NSTP class in the first year of college life. In elementary, we have feeding
programs during nutrition month and vegetable gardening. These simple activities that we have been
doing are actually an asset in the implementation of ESD goals.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.
Yes."The Teacher and the Community, School Culture and Organizational Leadership," it is a subject in
teacher education programs that tackles about the 17 SDG. It has been a part of the subject and are
taught already. Moreover, it does not only give knowledge to students but awareness of the subject matter
and what are the certain connections that intertwine it with the education and community.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

[Link]'s a part of an educators job, to continuously improve himself as learning is a lifetime process. Do
not say you're the best, rather always leave a room for improvement. Beyond that, teachers as facilitators
of learning are really meant to enlighten their students about the implementation of ESD because it is
everyone's role to make the world a better, safer and sustainable place to live in.

Name: Jessa Banzon-Manulat

School's Name: Cebu Technological University Carmen Campus
School's Address: R.M. Durano Ave., Poblacion, Carmen, Cebu
Designation: Teacher

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

No. In this time of pandemic, it is not a priority.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

No. It depends on the individual teacher.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.
Yes in terms of project making that is sustainable.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Not much

Name: Genalyn Abendan

School's Name: Consolatrix College of Toledo City Inc.
School's Address: Magsaysay Hills, Poblacion Toledo City Cebu
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes by empowering their knowledge, skills, values and attitudes to take informed decisions and make
responsible actions in their studies, fields and daily life.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes by implying it in the lessons and discussing it in the class.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, schools tend to have programs to make the subject in real life and in action.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, in a way teachers use ESD in all aspects of teaching responsibilities and lessons.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes in providing them different practices in school and classes.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.
Yes by giving them tasks and assignments for them to reflect and test their capabilities and commitment.

Name: Jewel Laurence Lara Bacalso

School's Name: Consolatrix College of Toledo City
School's Address: Magsaysay Hills, Poblacion, Toledo City
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, since most of the teachers are introducing these to the students, they are slowly adapting these
kinds of practices that help the community and individuals.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, the reason is that it helps the community and also helps the students to grow their mindset.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

In my own point of view, yes due to the fact that for the purpose of it helps the community at this point of
time.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, the reason is that it helps all the educators.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, these activities help the fresh graduates and future educators to learn much more or I say to
enhance their mind to the part that they can give ideas in the future learning.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes, because it's not just the educators only to get the benefits and also doing this kind of activities helps
the economy to have a better future for the next generation.
Name: Janine A. Mahidlaon
School's Name: Consolatrix College of Toledo City, Inc.
School's Address: Magsaysay Hills Poblacion, Toledo City
Designation: Teacher

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, Before the pandemic our school used to practice conserving energy by turning off the electricity
during Friday noon.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, our school has this JEEPGY PROGRAM: ECOLOGICAL INTEGRITY which encourages the
teachers and as well as the students to be aware on it's environment and help in taking good care of it.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, teachers are highly encouraged to let the students learn things by doing it themselves. In teaching
young minds it is important for them to experience it in order for them to apply what they have learned in
real-life situations.

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describe existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, in our school ESD is being infused in those core subjects. Our school’s existing practice is by
encouraging the students to take care of the environment by recycling (eco-bricks), tree planting,
outreach programs, and many more.

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, teachers are highly encouraged by the administration as much as possible to infuse ESD in all major
and minor courses.

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes, all future educators must know the importance of ESD. That's why we help future educators be
familiar with these things in our school to share their knowledge about the importance of sustainable
development with their students in the near future.
Name: Ian Clyde Tacang
School's Name: CCTC
School's Address: Toledo city, Cebu
Designation: Third Year College Student

Are all student-teachers exposed to the importance of ESD? If “YES”, briefly describe existing practice. If
“NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes, they need to have the awareness or the know-how on how to improve on their craft in order to
become more sustainable and efficient in work.

Is ESD seen as a whole -of curriculum priority by the institution? If “YES”, briefly describe existing
practice. If “NO”, briefly describe any barriers and opportunities for possible change initiatives

Yes,Education for Sustainable Development (ESD) is an approach to education that aims to reorient the
learning experience and the capabilities people develop, so they can act in support of more sustainable
ways of life. ... learning to change.

Are cross-curricular and thematic possibilities developed at a policy, institutional and/ or programmatic
level in teacher education? If “YES”, briefly describe existing practice. If “NO”, briefly describe any barriers
and opportunities for possible change initiatives

Yes, I think they should mix it up in order to allocate to the students

Is ESD infused into all core courses in teacher education programs (e.g. in studies in education;
curriculum theory; curriculum planning; applied curriculum studies for teaching different subjects)? If
"YES" briefly describes existing practice. If "NO", briefly describe any barriers and opportunities for
possible change initiative.

Yes, since it greatly helps In the development of the student teachers

Is ESD infused into the range of elective courses in teacher education programs so that student-teachers
can develop advanced understanding of aspects of ESD and skills if they wish? If “YES”, briefly describe
existing practice. If “NO”, briefly describe any barriers and opportunities for possible change initiative.

Yes, It Is necessary to be well equipped in perfecting and sharpening the teacher's craft

Are continuous professional development programs in ESD available for beginning teacher educators to
build their commitment and capabilities to implement and develop ESD? If "YES", briefly describe existing
practice. If "NO", briefly describe any barriers and opportunities for possible change initiative.

Yes, there is always room for improvement, always room for growth, always room for change ( for the
better).