This study explored the relationship between scientific context (SC), scientific reasoning (SR), and scientific behaviour (SB) across the environmental principles to show their significance as essential scientific competencies in the development of environmental programmes in the Philippine K-12 curriculum in a process where environmental education has a key role to play. One hundred and seventy-seven high school students from Bongabong, Oriental Mindoro in the Philippines were selected through the cluster purposive probabilistic sampling method. A descriptive normative survey method of research was employed in this study. The students’ SC had a high relationship with their SR, which is a direct indicator of SB. This was a sign that SC, SR, and SB all work together in a continuous way. Findings of this study will serve as baseline information for the framework of environmental education programmes through science, in the K-12 Philippine Science curriculum. So, when students learn things in the real world, they gain environmental effect, which is thought to be a key reason why people act in ways that are good for the environment and an important goal of environmental education.

To successfully respond to climate change impacts, it is imperative that governments structure adaptation laws and policies around their country’s existing legal framework. The United States (US), China, and Australia have all made adaptation attempts through legislative, executive, and judicial action. However, because the systems of law and governance of the three countries differ, the ways in which adaptation issues are managed vary. State and local adaptation planning functions as the leading adaptation pathway in the US, whereas in Australia judicial intervention is more influential than executive action. By contrast, China relies primarily on policy to manage adaptation issues. This article argues that the differences in adaptation responses are the result of a complex combination of factors, which include climate politics and awareness of adaptation, the status of environmental principles, and the role of the judiciary. This analysis helps in identifying the opportunities and barriers associated with different adaptation solutions, and also contributes to cross-jurisdictional learning.