This paper integrates the first rock art directly dated with radiocarbon (14C) in Southeast Asia with the archaeological activity in the area and with stylistically similar rock art in the region. Peñablanca is a hotspot of archaeological research that includes the oldest dates for human remains in the Philippines. The caves in Peñablanca with known rock art were revisited and only 37.6% of the original recorded figures were found; the others are likely lost to agents of deterioration. A sample was collected from an anthropomorph and accelerator mass spectrometry (AMS) dated to 3570–3460 cal BP. The date corresponds to archaeological activity in the area and provides a more holistic view of the people inhabiting the Peñablanca caves at that time. A systematic review was used to find similar black anthropomorph motifs in Southeast Asia to identify potential connections across the region and provide a possible chronological association.

This study examines how climate change education (CCE) initiatives in Philippine basic education shape learners’ climate-related knowledge, awareness, behaviours, and perceptions of environmental well-being through the interconnected influences of families, schools, and communities. While many CCE initiatives focus on school-based knowledge and awareness, less attention has been given to how environmental practices are sustained across everyday socioecological contexts. Guided by action competence, intergenerational learning, and socioecological perspectives, the study integrates a systematic review of 109 Department of Education (DepEd) and government issuances with key informant interviews involving teachers and school-level programme implementers. Findings show that DepEd initiatives – such as YES-O, WASH programmes, and school-based greening activities – serve as critical entry points for environmental engagement but do not consistently lead to sustained behavioural change. The continuity of environmental practices depends on the degree of alignment across school, home, and community systems. Inconsistent family routines, limited local government unit (LGU) support, infrastructural constraints, and programme discontinuities weaken learners’ capacity to internalise environmental practices. Conversely, experiential learning, family modelling, lived experiences of climate risks, and active community participation strengthen children’s action competence and resilience. The study advances a socioecological alignment framework that conceptualises CCE as a relational and multi-level process shaped by structural, cultural, and institutional conditions. It argues that strengthening intergenerational learning, community engagement, and governance continuity is essential for cultivating sustained climate action. These insights offer implications for rethinking climate education in the Philippines and other climate-vulnerable and resource-constrained contexts.

This paper presents one of the four recommendations on the conservation and presentation management of the Ba Dinh Archaeological Site drafted during the 2nd Asian Academy for Heritage Management Field School in Hanoi in 2005. It presents the site’s background and identifies heritage issues, significance and values. It also covers the appropriate international charters and protocols on cultural conservation of heritage sites. It concludes with a statement on the impact of Ba Dinh to the people of Vietnam as regards their cultural and historical heritage and its worth in nation building.