The negative nature of human damages the earth by destroying nature and the environment, which ultimately causes global warming. One solution to the environmental problem of global warming is to educate students from an early age to have ecological awareness and not to destroy the earth. The purpose of this study is to find things that need to be developed in environmentally-friendly education as a solution to global warming. This type of research is descriptive qualitative. The research was conducted at Sekolah Alam Lampung, Indonesia. Sekolah Alam Lampung applies an environmentally-friendly perspective and loves to nature through activities namely do not burn trash, do not smoke, recycle the trash, compost and provide trash cans and green laboratories. Learning activities are carried out not only in the classroom but also outside the classroom by bringing students back to nature. The activity of the Sekolah Alam Lampung is an alternative solution to the environmental crisis regarding global warming which is now increasingly severe and contributes conceptually to overcome the global warming which has been a global issue

Professional development is important for all teachers to improve the quality of teaching. This study is aimed to investigate the trends of professional development strategy and learning outcome in 2015-2019. A systematic review was used in analyzing 267 articles published between 2015 and 2019 in the Teaching and Teacher Education. The findings showed that the trend of professional development strategy is more collaborative and using collegial learning environment, and the trend of learning outcomes which developed through PD programs is more focused on the ability to teach, ability to manage the classroom, and ability to understand the subject field. These findings suggest future studies to develop professional development programs with collaborative and collegial learning environments to develop learning outcomes on practicing new instructional strategies.

The changing world needs literate citizens to live with creative society. This study aimed to compare science literacy of novice science teacher students from Thailand and Indonesia. Panel participants were 95 of Thai and 71 of Indonesian novice science teacher students who have been studying in the 1st and 2nd year of study in bachelor degree of science education programme. Data were collected by employed science literacy inventory; it was used for asking four components: content of science, context of science, science process, and scientific attitude based on local wisdom of Baduy’s society. Participants are freely considered in their perception. Results showed that Thai novice science teacher students had slightly better score than those Indonesian novice science teacher students, but statistical testing is not showed the differences. The future study is required to more investigation of how they promote science literacy in their school practicum.

The integration of Artificial Intelligence (AI) in biology education offers transformative potential, yet teacher preparedness for AI remains under-researched. This study explores the perceived benefits of AI integration and self-reported Technological Pedagogical Content Knowledge (TPACK) among pre-service biology teachers from a South African university (n = 62) and an Indonesian university (n = 51). Using a comparative survey design, data were collected via an online questionnaire. Indonesian participants reported higher Technological Knowledge and Technological Pedagogical Knowledge levels, though both groups viewed AI integration positively, with no significant differences in perceived benefits. Among Indonesian participants, Technological Knowledge strongly correlated with perceived benefits, especially for peer collaboration. These findings highlight the importance of tailored teacher training and equitable technological resource allocation to enhance AI integration in biology education. The study underscores the critical role of technological and pedagogical knowledge in fostering positive attitudes toward AI adoption in diverse educational settings.

The aim of this research was to explore the indigenous knowledge of Java north coast community in Java Island, Indonesia. The exploration was done to future science teachers employing the Science Integrated Learning (SIL). The method adopted was descriptive research. The correlation test resulted in the sig. value < 0,05; therefore, there was a connection between the future science teachers’ ability in exploring the indigenous knowledge and the science content development skills. It concluded that the explored indigenous knowledge using the SIL model was effective for science content development. The exploration results were useful for developing science content.