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

The purpose of this research aims to study the interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. A survey research with an ex post facto design is employed. Data collection is carried out by direct observation, learning outcomes documents, questionnaire sheets which covered by science process skills, and scientific attitudes questionnaires. Seventy eight students were taken randomly. The research instruments consisted of 14 items about basic science process skills, 18 items about integrated science process skills, and 28 items about scientific attitudes. Data analysis used descriptive statistics, regression analysis, and multiple correlations. The results showed that 1) positive interactions between basic science process skills in TPCK, 2) negative interaction between integrated science process skills in TPCK, 3) positive interactions between scientific attitudes towards TPCK, and 4) the presence of joint interactions -the same between science process skills and scientific attitudes toward TPCK. Further discussion needs to be carried out why this happens to help students understand scientific attitudes, scientific process skills, and TPCK as well.

Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.

This research aims to scrutinize the impact of multiple intelligences-based differential learning on the enhancement of critical thinking skills among university students. A cohort of sixty-six teacher students actively participated in this empirical investigation. Critical thinking proficiency was meticulously assessed employing a battery of tests and a comprehensive questionnaire. The findings of this study unequivocally demonstrate that multiple intelligences-based differential learning exerts a discernible influence on the development of critical thinking abilities among university students. Intriguingly, the study found no significant difference in critical thinking performance among the various types of intelligence. Additionally, this research posits that differential learning grounded in multiple intelligences represents a viable alternative pedagogical approach that should be earnestly embraced by educators when devising and implementing instructional strategies and methodologies. Such an approach, the study contends, holds the potential to augment students' cognitive capacities in a manner that aligns with the exigencies of 21st-century education.

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.

In recent years, the integration approach of Artificial Intelligence (AI) is called for many disciplines, it also STEM education has paved the way for transformative advancements. This paper provides an example of AI-driven learning analytics within the context of STEM education. It provides a thorough analysis of the AI-driven STEM curriculum and its associated paradigm. Additionally, it highlights the obstacles and possible threats that educators and institutions face when implementing technological innovations in the classroom. The serves as a valuable resource for educators, researchers, and policymakers seeking to harness the power of AI-driven learning analytics to enhance STEM education. The transformative potential of AI is now shaping the future of STEM learning environments while advocating for a responsible and ethical approach to data-driven education. Ethical concerns and moral considerations should be discussed in school AI and STEM education.