Over half the world's economic output depends on natural assets and future healthy ecosystems will be essential for our continued survival. While both public and private sector corporations have been active in finally addressing the threats posed by climate change, there has been little focus on the wider implications of a decline in the world's natural capital. Company boards have an important responsibility to play in addressing this challenge. Some possible solutions are presented, and the role of biology educators will be especially important.

Despite the hectic which COVID-19 created since 2020, it indeed promoted great advancement in teaching and learning. Over the years, educators were working together in making lessons interesting and achievable by learners, especially those in rural areas. Somehow, due to many constraints like location, finance, transportation, accessibility and facilities, the effort seemed not rewarding as it was planned. In 2020 and 2021, schools were in lockdown, resulting in the mushroomed of virtual classes. In Malaysia, led by the Ministry of Education, followed by the District Education Departments, schools, educators and other partners, various materials for virtual classes were enhanced and developed. This seemed to facilitate a borderless classroom, especially for biology lessons. Biology teachers collaborated in conducting borderless classroom with Professional Learning Community (PLC). Biology students benefited through attending lessons guided by a few teachers which was totally different from the normal way of teaching and learning. Teachers too learned from each other through PLC to enhance their content knowledge and teaching methods. On top of that, individuals or organisations also reached out to teachers to assist in conducting virtual lesson. Joining hands of individuals and organisations from different levels, students were equipped with the knowledge and skills needed for biology. The limitations in reaching to more learners seemed broken. Further research is needed to develop a better model of virtual classroom and a feasible virtual assessment method. Perhaps, a hybrid form of classroom could be introduced in near future for biology lessons.

The newly revised Upper Secondary School National Curriculum Standard (USS-NCS) was released by the Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT), in March 2018, and is being enforced from April 2022. The latest USS-NCS particularly emphasizes proactive, interactive and authentic learning, so called “active learning”, so that the students, who study under the regulation of this USS-NCS, will be able to keep up with the development of globalism, technological innovation, and other unknown issues, and survive in an unpredictable society. Therefore, student-centered learning that includes critical thinking, decision-making, presentation and discussion, is emphasized more than teacher-centered teaching. In addition, the latest USS-NCS specifies the number of biological key terms used in textbooks to be around 200 - 250 for Basic Biology and 500 - 600 for Advanced Biology, because MEXT asks biology teachers to shift their focus from cramming in knowledge to developing higher-order thinking skills. Thus, in every revised Basic Biology textbook used from the 2022 school year, the number of key terms is less than 250, and they are presented in some different ways such as in boldface type or in the glossary at the end of the book. Furthermore, these textbooks include several scientific methods to empower students to find questions and problems and solve them on their own. Moreover, there are many exercises that lead student to think deeply. Another feature of these textbooks is that, as part of giving priority to information and communication technology (ICT), QR codes have been incorporated to allow students to learn through the Internet.

Natural history has been important in western civilization since Aristotle published the History of Animals in the 4th Century until modern times through the extraordinary popularity of naturalist Sir David Attenborough's books, television series and films. Despite natural history having laid the foundation for many advances in biology, Nature study in Australian schools has been in decline after once playing an important role, especially in the curriculum of elementary schools. Nature study and its accompanying field work is now less common in the crowded curriculum which must accommodate considerable laboratory and ‘inside' work, reflecting the multiple subdisciplines that now constitute biology. A future is envisioned where the value of study of nature is re-invigorated, one that will better prepare citizens for a world in which there are serious environmental challenges, especially in terms of loss of biodiversity and climate change.

This paper deals with the study on the use of Froguts as an edtech tool for teaching anatomy in a grade 9 online class which aims to examine the effectiveness of teaching with virtual manipulations software. In this study, a quasi-experimental design only with posttest was utilized. Twenty-four students participated in the study, with the control group receiving a traditional lecture using slideshow and the experimental group taking the same lesson with navigating Froguts virtual dissection. Two-tailed t-test for the posttest results revealed no significant difference in the learning acquisition between the use of Froguts virtual software and the traditional online lecture using slideshow. Basic anatomical structures of the frog can be learned easily by attending a traditional lecture with a slideshow setup in an online environment. It is recommended to conduct a similar study on assessing a higher level of learning in the Bloom's taxonomy with more participants and applying a time series design.