Education for Sustainable Development (ESD) is essential for promoting sustainability and environmental stewardship among students. However, the intent of Filipino teachers to incorporate ESD principles into Physical Education and Health remains underexplored. This study examines the relationships between attitudes towards ESD, subjective norms, perceived behavioral control, behavioral intentions, self-reported behavior, subjective task value, ESD knowledge, and ESD integration beliefs among 363 educators. Utilizing PLS-SEM, the study finds perceived behavioral control as the strongest predictor of both behavioral intentions and self-reported behaviors, underscoring its role in enabling educators to implement ESD practices. ESD knowledge significantly influences perceived behavioral control, suggesting that enhancing knowledge could boost educators' confidence in ESD integration. Additionally, ESD integration beliefs impact attitudes and behavioral intentions. These findings offer insights for targeted interventions to support ESD integration within PE and Health curricula.

As artificial intelligence (AI) becomes increasingly integrated into educational contexts, they present new challenges to traditional assessment methods. A particularly pressing issue is academic dishonesty, which undermines learning authenticity and the credibility of educational institutions. With generative AI tools like ChatGPT making it easier for students to produce automated answers, educational assessments are at risk of measuring AI capabilities rather than students' actual knowledge. Thus, this chapter explores a range of strategies designed to adapt assessment practices in response to the influence of AI in education. These strategies offer actionable frameworks to support authentic learning and uphold academic integrity. Additionally, the chapter highlights future research directions to guide further adaptation of educational policies and practices. Given the rapid integration of AI in the education sector, this chapter provides sensible insights that reinforce the importance of integrity-focused reforms in sustaining meaningful educational outcomes in an AI-driven world.

As artificial intelligence (AI) continues to transform the demands of the global workforce, technical education must evolve to meet these emerging challenges. This chapter examines the integration of AI in technical education with an emphasis on the critical need for modern infrastructure and technical expertise. It highlights the importance of investing in facilities such as AI-equipped laboratories, reliable internet, and educator training programs to foster innovation and personalized learning. Collaboration between educational institutions and industry is explored as a means to bridge the gap between academic theory and real-world applications. Additionally, the chapter advocates revising curricula to combine AI literacy with technical skills, alongside critical thinking and adaptability, to meet evolving workforce demands. It concludes with a call for educators, policymakers, and institutions to prioritize inclusive, forward-thinking strategies to modernize technical education and ensure equity in access and opportunities.

As generative AI tools become increasingly integrated into educational practice, its use among pre-service teachers is often accompanied by hesitation and discomfort. This chapter examines the phenomenon of AI shaming among teacher education students—the stigma and reluctance to disclose AI tool use due to perceived threats to academic authenticity. Drawing on classroom insights and student reflections, it explores how social norms, institutional pressures, and identity formation shape this behavior. These experiences reveal the deep tension between embracing technological innovation and maintaining traditional standards of academic merit. The chapter highlights the implications for digital literacy, professional development, and ethical technology integration. It calls for a shift in narrative, framing AI not as a shortcut but as a tool for innovation. Actionable strategies for educators and institutions are proposed to foster open, reflective, and supportive environments for responsible AI use in teacher education.

Scientific literacy development significantly impacts real-world outcomes, leading to scrutiny of instructional approaches for global reform in science education. This study aimed to determine the efficacy of the Science-Technology-Society (STS) approach in improving students' scientific learning outcomes. A quantitative research design, using meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, was used to determine the effect sizes of previous studies on the STS approach's effectiveness in science learning and teaching. The study analyzed 16 effect sizes from 14 empirical studies from January 2017 to September 2022 using Harzing's Publish or Perish application and Comprehensive Meta-Analysis (CMA) software. Results showed that the STS approach significantly and positively impacts students' learning outcomes (g = 1.882), particularly psychomotor skills, affective domain, and cognitive skills. Moderator analysis showed that STS is an effective teaching strategy that yields similar positive results regardless of the assessed learning outcomes. The findings demonstrated that the STS approach facilitates students' development of scientific knowledge, skills, and mindset to innovate for real-world problems. These findings provided empirical information that are essential for learning analytics applications in predicting learners' performance and diagnosing instructional practices. Implications for future research and practice, as well as addressing publication bias, are highlighted in order to maximize the benefits of the STS approach in science education.

Quality science education is crucial in preparing students for real-world challenges by fostering scientific literacy and critical thinking skills. Field trips and work immersion programs support this goal by providing hands-on experiences and real-world applications of scientific concepts, thereby enhancing student engagement and understanding. This autoethnographic study explores the management of school field trips and work immersion programs, emphasising their impact on student engagement and learning outcomes. Through personal experiences and reflective practices, I examine the logistical planning, risk management, and curriculum alignment necessary for successful implementation. The findings highlight how these programs enhance students’ understanding of scientific principles, foster critical thinking, and encourage STEM career interests. Key strategies include collaborative planning, flexibility, and ongoing evaluation, providing insights into optimising educational programs and bridging the gap between classroom learning and real-world application.