The CPRN Summit 2025 was successfully held in Bandar Seri Begawan, Brunei Darussalam, from 3 to 4 July 2025, bringing together researchers, policymakers, and educators to address pressing challenges in education, science, and culture across Southeast Asia. Under the theme “Building Bridges Towards a Sustainable Future: Inclusive Collaboration and Innovation,” this prestigious event has fostered the emergence of actionable strategies for regional advancement.
The CPRN Summit has served as a collaborative platform to tackle urgent issues in the region. Participants engaged in keynote speeches, panel discussions, and interactive sessions aimed at generating innovative policy solutions to promote a more inclusive and sustainable future.
Representing SEAQIS, Ms Lintang Ratri Prastika delivered a plenary session presentation entitled “Current State of Climate Change Education in Myanmar: Policies, Practices, and Challenges in Schools.” Her presentation drew on SEAQIS’ latest research findings, which provide a comprehensive picture of the current landscape of Climate Change Education (CCE) in Myanmar.
SEAQIS conducted research on the implementation of Climate Change Education (CCE) in Myanmar to better understand how climate-related education policies are being executed in schools, and to identify existing challenges and success factors.
This study is part of a regional research series initiated by SEAQIS through SEACEP (Southeast Asia Climate Education Programme) since 2022, with Myanmar as the focus in 2025. Using a mixed-method approach, the study combined quantitative surveys and policy document analysis with qualitative data from open-ended responses. Data were collected from over 1,000 school principals, 800 teachers, and 600 students across Myanmar, along with reviews of the national curriculum, policy documents, and academic literature.
The findings show that while Myanmar has policies and plans that support the integration of climate change issues into basic, secondary, and vocational education, the national curriculum does not yet explicitly mention climate change. Although teacher training is listed as a goal, clear actions to implement it remain vague. Key success factors identified include the development of a climate-strategy-aligned curriculum, collaboration with NGOs and international organisations, community engagement, the use of digital technologies to bridge urban-rural education gaps, and dedicated funding for CCE.
In conclusion, schools in Myanmar have demonstrated grassroots efforts to implement climate change education despite limited formal and systemic support. Fragmented implementation stems from the absence of a dedicated national framework, a lack of locally contextualised teacher training, and the absence of structured monitoring and evaluation systems. This study offers crucial insights into how community-based, capacity-supported education can significantly contribute to climate resilience. It also helps fill the data gap regarding school-level CCE implementation in Southeast Asia and reinforces the need for more integrated climate education policies in the future.
Writer: Yuliyanti
