Climate change has attracted international attention due to its influence and implications on

social, economic, educational, technical, and environmental activities. In order to address this

grave threat, seminars, workshops, and other public talks have been undertaken and are currently

being held. In other words, the melting of ice sheets and glaciers, along with the thermal

expansion of saltwater as the seas warm, is causing sea level to rise. The impact of climate

change is typically noticeable in changes in temperature, rainfall, and natural catastrophes. Low-

lying land is starting to be inundated by seawater, which is also poisoning coastal freshwater

supplies and eventually engulfing barrier islands and coastal infrastructure.

According to research, the Philippines, which is ranked number 31, is one of these nations. The

study discovered that although Filipino children are particularly vulnerable to coastal flooding

and tropical cyclones, investments in social services, particularly those related to child health and

nutrition, can significantly impact our ability to protect their futures from the effects of climate

change.

"The climate issue is a problem of children's rights," said (Dendevnorov, 2021). The risks that

Filipino children face throughout their lives are numerous, but if we take action now, we can stop

it from getting worse. We can protect their futures from the effects of a changing climate and

deteriorating environment if we invest in making the services, they rely on to survive and thrive

—such as water, healthcare, and education—resilient.

Academic staff role performance refers to the processes, ways, or manner in which academic

staff carry out their delegated institutional responsibilities or tasks. Role performance can be felt

in disruption of teaching/learning activities, poor instructional delivery, irregular class

attendance, difficulty maintaining infrastructural materials, and other facilities (Ajayi, 2010).

Academic staff members' ability to perform their roles or tasks is significantly impacted
whenever they are exposed to the harsh consequences of climate change, including erosion,

flooding, increased rainfall, extreme heat, windstorms, and rainstorms, among others. Education

is faced with the chaos, complexity, and unpredictability of climate change, which presents a

system in which changes to one or more components can have an impact on the entire system

(Selby,2007). It does not only contaminate the classroom atmosphere, but also the overall

institutional learning environment.

Therefore, in order to effectively teach about climate change, it is necessary to build new

information and understanding within the already-existing, frequently well-established, and very

personal frameworks of learners' pre-existing beliefs, imperfect knowledge, and understanding.

In conclusion, various theories have argued for the teaching of climate in higher education based

on the impact. This is due to the finding that there is a gap between real and perceived

understanding of climate science (Dupigny-Giroux, 2008)

References:

Nwankwo, C. A. and Unachukwu,G.O.(2012).Teachers Awareness Of The Causes And Effects

Of Climate Change And Their Classroom Management Strategies In Climate Change

Era.Research Journal in Organizational Psychology & Educational Studies 1(3) 161.

The United Nations framework Convention on Climate Change http://unfccc.int / essential

background / convention / background / items. Retrieved 28th June, 2022.Houghton, J. T. (2001),

The scientific basis: Contribution of Working Group to the Third Assessment Report of the

Intergovernmental Panel on Climate Change Cambridge: United Kingdom: Cambridge

University Press.
Dupigny-Giroux, L.A.L. (2008) Introduction–Climate science literacy: A state of the knowledge

review. Physical Geography, 29, pp. 483-486

Children in Philippines at 'extremely high risk' of the impacts of the climate crisis. UNICEF.

(n.d.). Retrieved June 28, 2022, from https://www.unicef.org/philippines/press-releases/children-

philippines-extremely-high-risk-impacts-climate-crisis-unicef