Implementing this solution entails budget for training. This area—how to teach CSRA or CC adaptation in general offers fertile ground for research exploration owing to its urgency and complexity. What is cogent at this point is that there is wisdom in engaging teachers and students in efforts to disseminate CSRA information to farmers as evidenced by the sharing that transpired. This very same strategy can be used in tackling knowledge relating to CC adaptation.

Prior to integration, the participating teachers were trained on CSRA at the Central Experiment Station of PhilRice, the country’s lead agency for rice research and development. Integration meant that the teachers should teach CSRA in their respective schools. Participating teachers were provided with three CSRA modules and a teaching guide on Climate Change 101, Climate Change Mitigation Strategies, and Climate Change Adaptation Strategies. All three modules are in Filipino. (Manalo IV et al, 2016, p.2) Audiovisual presentation particuarly videos and fieldwork were identified to be the effective means to teach CSRA to students. This would entail electricity and audiovisual skills of the teachers to produce the materials. Some financial resources will also be needed to finance the fieldwork.

Factors that push teaching of CSRA in schools are the following: 1) Integrating CSRA in schools that are located in an agricultural community. 2) Support of the top officials of the school 3) Strong interest, relevant education, and innovativeness of the teachers who will roll out the modules to the students During the 2014–2015 academic year, 88 % of the students engaged from the three schools in this study performed as CSRA infomediaries. They either read, surfed, or texted information on CSRA and shared what they found with their farmer-parents or other farmers in their communities. The PTC [PhilRice Text Center] has student-texters from MNHS (400), CNAHS (305), and LAIHS (321). The numbers indicate that, aside from those actively engaged, other students have also been serving as infomediaries in their own capacities. The texters are grouped according to province; hence, the data below might be shared by other texters from other schools in the same province. Nonetheless, the figure seeks to convey that there are active texters from the schools covered as proof of their being infomediaries.(Manalo IV et al., 2016, pp.9-10)

There are no direct environmental impact in implementing this solution.