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The presence of religion in the curriculum of a public school system is a controversial topic. This paper offers a hermeneutic analysis of Decree 924/83, the primary regulatory instrument overseeing the role of religion in schools and higher education in Chile. The aim is to uncover its principal challenges and propose new perspectives grounded in philosophical arguments. Specifically, three critical nodes are identified that arise from the interpretation of Decree 924/83 in its text and implementation: exclusivism, confessionalism, and (possibly) religious illiteracy. To overcome these challenges, a new approach is proposed, suggesting that religious classes be presented as a universal, mandatory, and non-denominational educational asset. Finally, we offer some implications for future academic research and public policy regarding the presence of religious education in the Chilean school system. [ABSTRACT FROM AUTHOR]

Introduction: When it is offered, sexuality education in the USA is far from standardized. While studies have explored differences in delivery and type of sexuality education across the USA, sexual and reproductive health inequities persist among historically marginalized groups (Latino/a/x, Black, African American, LGBTQ +). There is a critical need to better understand the systemic barriers to receiving effective sexuality education in these communities. Methods: Participatory research methods were used in working with a community advisory board (CAB)—consisting of emerging adults and service providers from community-based organizations (CBOs) serving youth—to examine how structural barriers contribute to adolescent sexual and reproductive health (ASRH) inequities in Massachusetts. CAB meetings and semi-structured interviews were conducted in the cities of Springfield (n = 14) and Lynn (n = 9) between December 2020 and May 2021. Results: Inflexible funding guidelines, a related evidence-based curricular mandate, and a lack of community-responsive sexuality education fail to meet the sexual and reproductive health (SRH) needs of these youth. Conclusions: Current evidence-based mandates must be revisited to improve young people's access to quality sexuality information in public schools. To guarantee sexuality education curricula is centered in the context of the community and population in which it is implemented, collaboration between youth-serving CBOs and school districts could improve students' overall experience and social-emotional growth by providing comprehensive, positive, and community-responsive curricula. Policy Implications: Funders and programming should prioritize community responsiveness by financially supporting and developing and/or adapting evidence-based curricula to better match the community's needs, which can be completed through culture-centered training and community-based partnership. [ABSTRACT FROM AUTHOR]

Environmental Education can be understood as any educational action that contributes to the formation of citizens aware of the preservation of the environment. In schools, Environmental Education contributes to the formation of students so that they can learn to love, respect and practice actions aimed at environmental conservation. From this perspective, this study was carried out with the objective of knowing the teachers' perception about the importance of the approach on Environmental Education in two public schools in the municipality of Jaramataia –AL. Data wereobtained through the application ofa semistructured questionnaire to ten teachers from different disciplines of the two educational institutions. The research was carried out in three stages: in the first, a pre-evaluative visit was made to the schools for recognition and presentation of the faculty of the same; in the second, the questionnaires were applied; and in the third stage, the data collected were analyzed. The results verified in this study indicate that teachers recognize Environmental Education as a fundamental issue to be worked in the classroom, together with their students, but teachers restrict the concept of this subject only to the perspective of environmental conservation and awareness from the students. In addition, from the answers given by the teachers interviewed, it is noticed that the applicability of EE in schools is compromised by a series of difficulties and challenges that often go beyond the purely academic scope, while public management policies do not provide enough subsidy for both schools and their teachers to feel prepared to work on this subject, so that they contemplate the realities of the learners and the environment they are part of.

Humans are causing a shift in ocean carbonate chemistry largely due to a heavy reliance on fossil fuels as an energy source. The ocean absorbs approximately one quarter of the carbon dioxide (CO2) that humans emit into the atmosphere every year. High levels of atmospheric CO2 emissions lead to the acidification of the ocean (OA) and many calcifying species can be affected, including human food sources. Economic policy has not succeeded in addressing OA so education must become a larger focus for adaptation and mitigation of this issue. To maximize the effectiveness of education, it is important to understand different modalities of learning including visual, aural, reading/writing, and kinesthetic (VARK). This project created a 21-minute documentary-style video for middle-school students. A survey (“quiz”) was also created to accompany the video. Initial survey results from 235 middle-school students in test classrooms located in both Hawaii and California, showed content knowledge improved by 21.3% after watching the video and children’s self-reported knowledge about OA changed from mostly never having heard the term to feeling confident in having some knowledge.

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