Philippines Schools Combat Extreme Heat with Flexible Learning

As global warming is getting more and more intense with temperatures constantly going up, the Philippines has begun to change its education system in order to safeguard students from extreme heat's adverse effects. The nation has instituted a variety of reforms within schools, from altering school timings, reducing the time spent in classrooms, to installing heat-reducing technology. These are actions taken after history-making temperatures during the last year led to a wave of en masse school closings and learning losses for tens of millions of students.

In 2023, the all-time record high temperature was 38.8°C in the Philippines and disrupted almost six million students who were deprived of in-class learning by as much as two weeks. That is why the new school year started two months ahead to guarantee final examinations and closing ceremonies are completed ahead of the nation's hottest period, April and May. With most public schools not air-conditioned, classes have been made do with a series of electric fans, and classes now steer clear of noon hours, using morning sessions that never run more than four hours.

In Manila, the city hardest hit by the heat, nearly half the schools were closed for at least two days this March when heat index readings were above "danger" levels. These extreme temperatures, as reported by the national weather service, were caused by both the prevailing El Niño episode and climate change over a prolonged period of time. In accordance with this, the Department of Education did not simply install fans and water coolers in the classroom but also undertook other modes of instruction. Written learning materials were employed as an alternative for students who could not access learning in classrooms because only 3% had internet facilities to access online classes. However, all these adjustments have stretched accessible education resources beyond limits.

The education ministry's budget for climate adaptation, disaster preparedness, and school infrastructure is 10 billion pesos ($174 million), but there remains a severe shortage of classrooms in the country, with more than 18,000 additional ones in Manila alone. Schools cope with the overcrowding by running double shifts with as many as 50 students in classrooms that measure only 63 square meters. These conditions contribute to the distress and health hazards brought about by heat, especially in poor communities such as Baseco, the Philippines' most populous slum in Manila. The effect is not only physical but also educational.

It is hard to keep students' attention and interest, teachers complain, when the weather is hot. Some schools have employed nurses and installed heat-reflective roofs on new buildings, but these programs are isolated. Others have abolished uniforms so that pupils can dress in light clothing. Some of the pupils in Baseco community only get to take classes four times a week as a result of limited space, while doing their studies at home in tiny windowless rooms which are inadequately ventilated. Despite these efforts, outcomes in learning still pose a problem. Education officials acknowledge that nothing can fully replace the interaction of face-to-face learning. Still, the nation continues to evolve within its limitations to pursue a balance of educational continuity and students' safety in an environment that grows more insecure by the day.

These dynamics within the Philippines are characteristic of the general global experiment with scaling up education systems to climatic stress, particularly for developing countries with fewer infrastructures. The adaptations taking place, even though not optimum, are a test in resilience and adaptability following devastating weather and environmental strain.

Source and Credits: Modified from AFP / Phys.org story by Cecil Morella.©©2025 AFP.