EcoScape Project: Philippine-Taiwan Collaboration

This month, my students collaborated with National Tung-Shih Senior High School in Taiwan to engage in Collaborative Online International Learning (COIL) to tackle global challenges and the UN Sustainable Development Goals such as clean water, sanitation, sustainable cities, responsible consumption, climate action, life on land and international partnerships – The EcoScape Project.

Introduction to EcoScape Project

The EcoScape project emerged as project-based learning in my Earth Science Subject in Senior High school. This is in response to the urgent need for cross-cultural collaboration to tackle pressing environmental and social issues. Founded on UN Sustainable Development Goals (SDGs) principles, the project aims to empower students from both schools to work together towards common objectives. For four weeks, students step into the role of environmental champions. They embark on a journey to create a more sustainable and eco-friendly community through exploration, collaboration, and creative problem-solving. They look into local environmental issues, develop solutions or efforts aligned with global goals, and create practical strategies to contribute to their achievement.

Objectives of the EcoScape Project

The project is aligned with SDG Goals 4, 6, 11, 12, 13, 15, and 17 and has the following specific objectives:

  1. Explore Local Environmental Challenges
  2. Connect Local Actions to Global Goals
  3. Craft Practical Conservation Strategies
  4. Communicate Effectively through Campaigns
  5. Cultivate Environmental Stewardship

The Borderless Classroom: COIL Methodology

The EcoScape project embodies the concept of the borderless classroom, where geographical distances are surpassed through technology-enabled collaboration. By leveraging Collaborative Online International Learning (COIL) methodologies, my Grade 11 students and the one class of National Tung-Shih in Taiwan come together in virtual classrooms to explore shared interests, exchange ideas, and collaborate on meaningful projects.

1. Cultural Exchange and Understanding – The EcoScape project has four (4) phases. The first phase is sharing and getting to know each other. This allows students to understand each other’s traditions, customs, and perspectives. Also, it aims to develop mutual respect and understanding through groups or creating teams, thus laying the foundation for meaningful cross-cultural relationships.

2. Interdisciplinary Curriculum – As I designed the EcoScape project, it is integrated with multiple disciplines. In the Second Phase, students conduct research and learn geography, social studies, and technology. They explore real-world issues through a multidisciplinary lens. Here, students gain a holistic understanding of complex sustainability challenges and learn to approach them from diverse angles.

3. Project-Based Learning – During the Third Phase, students in groups collaborate on creating conservation strategies that address specific SDGs; the output for this phase is creating a social media advocacy page. We also had our tree-planting activity. Through these practical experiences, participants develop critical thinking skills, problem-solving abilities, and a sense of agency in effecting positive change.

5. Reflection and Celebration – Following the Project Showcase event, students from both countries engage in reflection activities to evaluate their experiences, celebrate successes, and identify areas for improvement. We use Flip to reflect on their journey. 

Impact and Outcomes

1. Enhancement of 21st Century Skills – From the student’s reflection, participation in this project enhances their 21st-century skills. Skills like critical thinking, communication, collaboration, creativity, and digital literacy. They were able to hone these essential skills through interactive online discussions, collaborative project work, and virtual presentations.

2. Empowering Students as Agents of Change – Students emerge as empowered agents of change within their communities by engaging in the project. Armed with knowledge, skills, and a sense of purpose, students become advocates for sustainable development, driving meaningful initiatives to address local and global challenges.

3. Strengthening Environmental Stewardship – Through hands-on conservation activities, our students develop a sense of responsibility toward protecting biodiversity, mitigating climate change, and preserving natural resources for future generations.

4. Fostering Global Citizenship – Students developed a sense of global citizenship, transcending national boundaries and fostering empathy towards diverse cultures and perspectives. Participants recognize their interconnectedness with the international community and contribute to attaining the UN SDGs.


While the EcoScape project is successful and has significantly promoted cross-cultural collaboration and sustainable development, several challenges remain. These include:

1. Time Differences – One of the primary challenges faced by the EcoScape project is navigating time and class schedule differences. While we are both in the same time zone, it is essential to coordinate synchronous activities and virtual meetings. Finding mutually convenient times for engagement requires careful planning and flexibility from the beginning.

2. Language Barriers – Another challenge is overcoming language barriers between students. While we use English as our primary language for communication, our students have varying proficiency levels. Addressing language barriers requires sensitivity, patience, and the implementation of strategies such as language support resources in our schools, translation tools, and faculty assistance to ensure effective communication and collaboration. 

3. Technological Limitations – Another limitation is access to technology and internet connectivity. It is a great challenge, especially since my students need stable internet connectivity. Digital resources and addressing technological limitations are essential to ensure marginalized groups are included. To help overcome this challenge, I ensured that we used a platform that allowed low-bandwidth connection for seamless collaboration.

Moving Forward

The project’s success heavily relies on the dedication and enthusiasm of educators to facilitate, guide, and motivate students throughout the collaborative process. I commend our Taiwanese partner teachers, Ms. Christine Chen and Eunice Hung of Taiwan’s National Tung-Shih Senior High School.

Collaborative Online International Learning transcends borders, promotes cultural understanding, and empowers young people to become catalysts for positive change and reach their full potential.


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1 Response

  1. ADAM MUGISHA says:

    This is a great approach to climate change issues affecting us! Am going to use similar approach iny country Uganda for betterment of our lives.

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