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Integrating climate-smart rice agriculture into secondary-level curriculum: lessons from three high schools in the Philippines

机译：将气候智能水稻农业纳入中学课程：菲律宾三所高中的课程

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摘要

Climate change (CC) is an urgent and highly relevant topic that must be integrated into the school curriculum. Literature on CC integration, however, is scarce, let alone literature on integrating climate-smart rice agriculture (CSRA). Bringing CSRA lessons into the classroom means the chance is higher that climate-smart technologies on rice will reach even the most far-flung areas of the Philippines, which stand to be among the most vulnerable as regards the negative impacts of CC. This paper shares experiences drawn from three high schools in the Philippines on integrating CSRA into their curriculum. The research centers on appropriate teaching tools/strategies, push and exogenous factors in CSRA integration, and the types of information that are likely to be shared by the students with their farmer-parents or other farmers in their communities. Surveys among participating students (n = 155) and three focus group discussions among key school officials were conducted. Different teaching methods and/or tools were found to be generally useful in various contexts. Photos and videos, however, emerged as the most effective tools across sites. The livelihood source of the students does have a bearing on the complexity of messages that they can convey. Students from rice-farming households can competently discuss even highly complex adaptation and mitigation information with their farmer-parents or other farmers. Thorough message-framing is necessary to maximize student involvement as well as to increase production of education–entertainment (edutainment) materials to be utilized in teaching. This study, in general, contributes to CC education by bringing in best-fit practices in teaching tools and strategies to mobilize students to act on urgent matters relating to the impacts of CC. It also advises on considering exogenous factors that might affect CC education by taking into account those that are equally capable of shaping students’ perception and knowledge.
机译：气候变化（CC）是一个紧迫且高度相关的主题，必须纳入学校课程中。但是，关于CC整合的文献很少，更不用说有关整合气候智能水稻农业（CSRA）的文献了。将CSRA的课程带入课堂意味着对水稻的气候智能技术甚至有可能到达菲律宾最偏远的地区，就CC的负面影响而言，菲律宾是最脆弱的地区之一。本文分享了菲律宾三所中学将CSRA纳入其课程的经验。该研究集中于适当的教学工具/策略，CSRA整合中的推动因素和外在因素，以及学生可能与其农民父母或社区中其他农民共享的信息类型。在参与的学生中进行了调查（n = 155），并在主要学校官员中进行了三个焦点小组讨论。发现不同的教学方法和/或工具在各种情况下通常是有用的。但是，照片和视频已成为跨站点最有效的工具。学生的生计来源确实影响了他们可以传达的信息的复杂性。稻谷农户的学生可以与他们的农民父母或其他农民充分讨论甚至是非常复杂的适应和减缓信息。充分的消息框架对于最大限度地提高学生的参与度以及增加用于教学的教育娱乐（教育娱乐）材料的产量是必要的。总体而言，这项研究通过在教学工具和策略中引入最佳实践来动员学生应对与CC影响有关的紧急事务，从而为CC教育做出了贡献。它还建议考虑可能同样影响学生认知和知识的外在因素，以考虑可能影响CC教育的外在因素。

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