The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7-10) across six countries (Australia, Israel, Finland, Indonesia, Canada, and England). The authors investigated formal published national curriculum documents, specifically science and geography, to determine the presence of climate change topics, and the way they are addressed in these subjects. The key findings are that: (1) the term 'climate change' appears in the formal curriculum of all six countries in science or geography; (2) approaches to climate change in the curriculum differ substantially across different countries; (3) climate change is often presented as a context, example, or elaboration for other science concepts rather than a discrete topic; (4) the presence of climate change in most curriculum documents is scattered and spread over multiple years, and (5) knowledge about causes of climate change predominates over action and behavioural changes. These findings raise questions as to whether current school curricula provide sufficient guidance for teachers to develop students' understandings, skills and values regarding climate change.

Study on e-learning implementation has been growing as a great interest particularly in biology education research and practice. Whilst a number of research has shown various modes of e-learning, however, there is still a lack of understanding on how e-learning can be applied for health literacy orientation in biology instruction. This research aimed to develop a conceptual framework of SSI-based e-learning in biology to promote student health literacy. This research was conducted in narrative inquiry design. Nine people including five biology teachers, two experts in health education and two science teachers who are practitioners in e-learning implementation were voluntarily participated in this research. Data of this research are experiences, knowledge, or perspectives that were expressed by participants and were collected through semi-structured interviews. Thematic analysis approach was employed to analyse the data in three stages with trustworthiness and authenticity were applied for quality standard. Research findings show that there are three main aspects that need to be considered in developing an intended framework. These are: 1) e-learning platform could be used, 2) SSI-based learning pathways arranged in e-learning mode, and 3) additional e-learning elements need to be provided. Hence, these three aspects play essential roles in underpinning the framework of SSI-based e-learning in biology to promote student health literacy.

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This article's purpose is to find out the features of visual representations used in biology textbook about plant tissues structure and function. There were three biology textbooks analysed in this study. Those textbooks are published and used in High School biology classroom based on the current curriculum. The analysis was carried out towards two aspects, including the function of visual representation and its modes categories by identifying and comparing two aspects of the visual representation in the textbooks selected. Based on the analysis, it was included that by its functions, explanatory, illustrative, and complementary representations were likely more occurred in the textbook B. While, the function of decorative was exist in the textbook A and B. By its category, textbook A and C have higher value in table, network, and diagram, while textbook B has higher value only in category photo-realistic picture.

The advancement of digital technology in Industry 4.0 requires the ability to take advantage of technology as a whole and completely. Smart device technology which has many advanced features has been widely used in Indonesia, namely smartphones and is dominated by students. This technology tends not to be fully utilized in learning activities, including the use of augmented reality technology that does not support student learning. This condition needs to be addressed immediately, but it is necessary to conduct a test first on how to recognize students with augmented reality technology. This research was conducted by developing a questionnaire that shows the acceptability of augmented reality technology and its potential in biology learning activities. The conditions of the Covid-19 pandemic will make students even more intense in using this smartphone device. The use of digital technology devices has entered an educational aspect that has great potential in supporting learning activities, the use of Augmented Reality technology to support student observation objects in the field of biology education.