Summary

In Southeast Asia, the SEAMEO Regional Training Programme led by SEAMEO QITEP in Science (SEAQIS) is advancing climate change education (CCE) by equipping science teachers and school leaders with tools and strategies focused on Earth and Space Science, Environmental Education for Sustainable Development, and Science Classroom Supervision. In April 2025, SEAQIS partnered with EdTech Hub’s ASEAN-UK SAGE Helpdesk to enhance the programme with global best practices in EdTech. The intervention included curated resources, interactive workshops, and practical sessions on using EdTech and AI for content development, classroom management, and gamification. The initiative reached 90 educators across the region, received overwhelmingly positive feedback, and sparked the potential for future collaboration plans to expand EdTech integration in science education.

High satisfaction rating 80%

Teachers reached 60

Number of School Principals 30

“The active interaction and strong engagement with participants during the material presentation helped create a more dynamic and responsive learning environment”

— SEAMEO QITEP in Science (SEAQIS)

The Background

Climate change education (CCE) is increasingly recognised as a critical component of science curricula globally. In Southeast Asia, the Southeast Asia Ministers of Education Organisation (SEAMEO), through its Centre for the Quality Improvement of Teachers and Education Personnel (QITEP) in Science, has been leading efforts to equip educators with the tools and knowledge to teach CCE effectively. The flagship Regional Training Programme delivered by SEAMEO QITEP in Science (SEAQIS) brings together science teachers and school leaders from across the region in Indonesia, focusing on three key themes: 

  • Earth and Space Science (ESS), 
  • Environmental Education for Sustainable Development (EESD), and 
  • Science Classroom Supervision (SCS).

Bridging the Gap

The challenge

Despite the growing urgency for sustainable climate change response initiatives, a significant number of educators across Southeast Asia face challenges in delivering impactful climate change education. These challenges include effective teaching tools, insufficient training in instructional strategies and a lack of exposure to the global best practices in the use of EdTech in the case of education in emergencies. SEAQIS recognised the need to strengthen teacher professional development in instructional teaching and classroom management, particularly in the context of climate change education. 

The Intervention

In April 2025, SEAQIS approached EdTech Hub’s ASEAN-UK SAGE Helpdesk team with a request to support their regional training programme. The Hub responded to the Helpdesk request by:

  • Curating global best practices on the use of EdTech for teacher professional development and climate change education. 
  • Developing a set of slides on three topic areas related to the use of EdTech for teaching CCE, and an introduction on using EdTech in the classroom. These sessions provided an introduction to how EdTech can be used in facilitating these lessons, particularly when it comes to classroom management, content development and gamification.
  • Facilitated a four-workshop session on three topic areas related to the use of EdTech for climate change education – this included an introductory plenary session on Using EdTech and AI for Climate Change Education and three parallel sessions on using EdTech and AI for (i) Content Development, (ii) Classroom Management, and (iii) Gamification.

The Impact

The workshops, having reached up to 60 teachers with a majority of them (42) coming from Indonesia and 30 school principals (21 Indonesian, 9 regional), attracted great and overwhelmingly positive feedback from participants. 

Over 80% rated the sessions highly on interaction, facilitation, and relevance. Participants also appreciated the clarity, energy, and interactivity of the sessions, especially the use of icebreakers and practical examples. Indicating a need to work together again in future, suggestions for improvement included slower pacing, larger fonts on slides, more EdTech tool recommendations, and extended hands-on practice time.

“The active interaction and strong engagement with participants during the material presentation helped create a more dynamic and responsive learning environment.” – SEAMEO QITEP in Science (SEAQIS)

SEAQIS also praised the Hub’s timely support, proactive communication, and adaptability, noting that the resources provided would inform their research and strategic planning. The sessions fostered greater collaboration among educators, enabling them to share experiences and adapt strategies to their local contexts.

Further Insights

Lessons Learnt

This collaboration revealed several important insights. While global best practices provide a strong foundation, adapting them to local and regional contexts makes them more relevant and effective. Teachers responded enthusiastically to dynamic, participatory sessions that encouraged dialogue, reflection, and hands-on experimentation. The EdTech Hub team collated the material into the slides to share with the SEAQIS colleagues to circulate among the participants. As a result, many of the educators reportedly began sharing materials and strategies within their schools and professional networks, extending the impact of the intervention well beyond the initial training sessions.

Looking Ahead

Building on this momentum, EdTech Hub and SEAQIS are exploring opportunities to expand the use of EdTech tools in other thematic areas of science education. Additionally, the partnership aims to strengthen regional networks of educators to foster ongoing collaboration and peer learning.