How can schools promote sustainability using a whole-person and whole-school approach? This question was answered during the April 22, 2025 (Tuesday) webinar organized by the Office of the Vice-Rector for Academic Affairs in collaboration with the Center for Innovative Teaching and Educational Delivery.

In the webinar, Inst. Fermin Antonio D.R. Yabut, PhD of the UST-Alfredo M. Velayo College of Accountancy presented relevant sustainability frameworks, including Education for Sustainable Development and Greening of Schools. Yabut spoke of the importance of gathering feedback from multiple stakeholders, whose support is crucial to embracing a sustainability mindset. Meanwhile, Aqo Partners Founder Maricar E. Baticulon talked about communicating and reporting sustainability, which is crucial for helping the community and other schools learn about how each school is progressing.

The two lectures were followed by a panel discussion that presented sustainability according to the threefold thrust of universities: teaching, research, and community development. Asst. Prof. Leo-Martin Angelo R. Ocampo, MA of the Institute of Religion spoke about sustainability as practiced in teaching/instruction, while biologist Prof. Cecilia I. Banag-Moran, Dr. rer. nat. of the Research Center for the Natural and Applied Sciences.

The webinar, attended by over two hundred fifty participants from all over the country, was a contribution to the attainment of the United Nations Sustainable Development Goals through raising awareness and maximizing avenues to help stakeholders learn, relearn, and unlearn practices on sustainability.

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Presenting the initial findings of her study 鈥淚ntegrating Multiperspectivity in Encouraging Students to Enter the Teaching Profession: Contexts, Challenges, and Causality,鈥� Mirasol looked into the demographic characteristics of those enrolled in the academic track – humanities and social sciences strand of senior high school and in tertiary teacher education programs to determine factors that will predict their intent to consider teaching as a career and whether they feel this is the best career option.

Combining surveys and focus group discussions, the study uncovered low interest to teach among SHS students, who expressed uncertainty about job satisfaction and economic returns. Though they considered teachers to be crucial in society, concerns about salary and workload weighed heavily on SHS students.

In contrast, education students revealed long-held childhood aspirations to teach and find it fulfilling. They agree that teachers receive support and believe that teaching provides long-term career growth.

Mirasol recommended the engagement of the community, as well as mentoring and career guidance in basic education to help promote teaching as a career. School-industry partnerships as well as incentives and support for those pursuing teaching may also be explored. Finally, the promotion of diversity and inclusion is seen as a possible way of increasing the base of future teachers.

Mirasol teaches at the Department of English and is an academic researcher of the Research Center for Social Sciences and Education. The study is funded by the Ateneo de Manila University – EDCOM II partnership and was presented on March 12, 2025.

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