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WWF's Food Waste Warriors (FWW) program aims to eliminate food waste in US K–12 schools, noting that nearly 40% of food served in schools is wasted, totaling 530,000 tons and $1.7 billion in lost value annually. The program focuses on three pillars: engaging students through standards-aligned education, expanding edible food recovery via share tables and refrigerators, and diverting waste from landfills through composting. FWW reports that up to 90% of school food waste can be recovered or recycled, with some participating schools achieving a 70% reduction in waste. The report details success stories from Maryland, Maine, Tennessee, and Georgia, and proposes a national data-collection platform and recognition program to scale these efforts.

The 'Greenprints for the Future Student Project Plan' is a guide for educators and students in grades 6-12 to learn about biodiversity and sustainability. It outlines a four-step process—Learn, Connect, Investigate, and Act—to move from theoretical knowledge of ecosystem services to the creation of a practical, sustainable action plan addressing a local environmental problem. The final 'ACT' step is a requirement for students seeking a funding opportunity, which evaluates projects based on their alignment with program objectives, originality, and potential for lasting impact.

The document examines two Sesc São Paulo units—Sesc Bertioga and Sesc Interlagos—as models for private conservation with public interest. Sesc Bertioga manages 384.43 hectares, including high restinga forests and areas overlapping with the Serra do Mar State Park, while Sesc Interlagos has recovered approximately 18 hectares of Atlantic Forest in a dense urban setting. Both sites integrate environmental conservation with social services, offering education, sports, and culture to the local population. The study identifies that several areas within these units, which are not formal conservation units (UC), meet the criteria for OECMs due to their in situ biodiversity. It recommends formalizing this recognition, developing integrated strategic plans, and strengthening the link between nature and public health to enhance urban quality of life.

The Punta Balcones Environmental Conservation Area (ACA), created in October 2023 in the La Brea district of Peru, covers 913.39 hectares of critical marine-coastal biodiversity, including the westernmost point of South America. While it offers a mechanism for local municipal management and potential ecotourism development, the area faces significant legal gaps, a lack of an active Management Committee, and severe environmental threats from hydrocarbon legacy pollution and land invasions. Current efforts are driven by the Municipality of La Brea, the Regional Government of Piura, and youth volunteers from DISLAB, but sustainable management is hindered by limited local capacity and the absence of updated municipal planning instruments.

The manual outlines the legal procedures for requesting records from WWF South Africa (WWF-SA) and its associated trusts. It specifies the types of records available, the required application forms, the fee structure for requests, and the processes for objecting to or correcting the processing of personal information under South African law.

The Southern African Wildlife College Trust, managed by WWF South Africa, has published this manual to comply with the Promotion of Access to Information Act (PAIA) and the Protection of Personal Information Act (POPIA). It outlines the procedures for requesting records, the associated fee structures, and the processes for objecting to or correcting the processing of personal information. The Trust's primary objective is to fund education and training in nature conservation management at the Southern African Wildlife College, specifically subsidising costs for natural resource managers in SADC countries.

The Southern African Wildlife College Trust, managed by WWF South Africa, provides this guide to facilitate public access to its records and ensure the protection of personal data. It outlines the procedures for requesting information, the associated fees, and the rights of data subjects to object to or correct their personal information.

The document examines the role of faith, particularly Christianity, in driving climate action. It notes that while a vast majority of Christian leaders believe in human-caused climate change, few discuss it with their congregations. It also highlights the systemic influence of faith-based organizations through land ownership, financial investments, and initiatives like the Laudato Si’ Action Platform and the World Council of Churches' efforts to hold fossil fuel financiers accountable.

The report documents how at least 39 oil and gas companies and 12 industry-tied organizations influence Canadian K–12 education through branded materials, government partnerships, and funding of third-party nonprofits. It argues that this 'petro-pedagogy' obscures the industry's role in climate change, promotes individual action over systemic change, and creates a conflict of interest in classrooms. The authors call for immediate policy action at federal, provincial, and local levels to implement comprehensive, science-based climate education free from corporate interference.

The report documents how at least 39 oil and gas companies and 12 industry-tied organizations influence Canadian school curricula through direct sponsorship, government partnerships, and funding of third-party nonprofits. It identifies 'petro-pedagogy' strategies—such as 'bias-balancing,' greenwashing, and a focus on individual rather than systemic action—designed to obscure the industry's role in driving climate change and delay the energy transition. The authors recommend that federal and provincial governments prohibit fossil fuel sponsorship in schools, mandate comprehensive climate justice education, and provide public funding for teacher training and resources to ensure education is free from corporate conflicts of interest.

The document outlines transdisciplinary (TD) research practices through seven case studies in Latin America and the Caribbean, focusing on the co-creation of solutions for global environmental change. It emphasizes the shift from 'ecosystem services' to 'Nature’s Contributions to People' (NCP) and highlights the necessity of epistemic justice, community leadership, and the role of 'brokers' or liaisons in bridging gaps between academic scientists and local stakeholders. Key examples include wildfire monitoring in the Amazon, biodiversity monitoring in Panama, women's empowerment in the Jamaican coffee industry, community conservation in Mexico, sanitation in Brazil, watershed protection in Uruguay, and social water management in Colombia.

The report identifies a crisis of information integrity about climate science, characterized by a shift from outright denial to more nuanced skepticism and 'response skepticism' regarding climate solutions. It documents how powerful economic interests, particularly the fossil fuel industry, and political actors use strategies like greenwashing, delay, and obstruction to undermine scientific consensus. The review highlights the role of social media algorithms, bots, and 'source media' (such as corporate reports) in amplifying misleading narratives. It concludes that while individual-level interventions like inoculation and education are valuable, systemic governance through public regulation, standardized corporate reporting, and litigation is essential to restore information integrity.

The 'Greenprints for the Future' guide outlines a four-step educational framework—Learn, Connect, Investigate, and Act—designed to teach students in grades 6-12 about biodiversity and sustainability. The activity culminates in the creation of a Student Project Plan to address a local environmental issue, which can be submitted for funding based on its originality, feasibility, and potential for lasting impact.

The paper examines the role of environmental education in fostering sustainable development and climate resilience. It highlights how education promotes critical thinking, systems thinking, and agency, enabling individuals to engage in sustainable practices and influence environmental policies. The text emphasizes the importance of experiential learning and community-based ecological practices, such as urban gardening, in building social and ecological capital. Furthermore, it argues for inclusive and equitable education to support marginalized groups, including women and indigenous populations, who are disproportionately affected by climate change.

The document outlines four key principles for effective public engagement on climate change: connecting with deeply held values, using inclusive and participatory approaches, engaging positive social norms, and creating honest, empowering stories. It illustrates these principles through three case studies: a diverse network of small-scale environmental initiatives in Egypt, a community-led relocation project for the Carteret Islands in Papua New Guinea, and a citizens' assembly in Scotland. These examples demonstrate that bottom-up, deliberative, and co-creative processes can lead to a stronger public mandate for climate policies and resilience.

GreenLatinos supports the designation of the Castner Range and Avi Kwa Ame National Monuments and the Ocean Climate Action Plan, highlighting their roles in improving public health, protecting indigenous sacred sites, and creating economic opportunities for marginalized communities in the US.

The report maps the global youth climate movement (YCM), finding a strong consensus that capitalism and colonialism are the root causes of the climate crisis, yet a significant lack of coherent theories of change to translate this analysis into systemic transformation. While many groups remain wedded to reformist tactics like school strikes, an emerging 'Radical Green' wing is developing strategic fluency. The movement faces critical gaps in funding, organisational structure, and vision-building, particularly in the post-pandemic landscape.

The document outlines a proposed constitutional framework for Chile that integrates ecological principles with human rights. It highlights specific articles that establish the rights of nature, the right to a healthy environment, and the state's obligation to mitigate climate risks. Additionally, it details the proposed creation of a National Water Agency and a Nature Defender's office to ensure sustainable resource management and environmental justice.

The paper examines the historical roots of the human-nature divide, particularly in 'WEIRD' (Western, educated, industrialized, rich, and democratic) countries, where nature is often viewed instrumentally. It contrasts this with indigenous worldviews that see humans as integral to the biosphere. The authors argue that human-nature connectedness (HNC) is a contextual ability that can be fostered through nature accessibility, authentic education, and the legal recognition of the Rights of Nature to move toward a biocentric model of sustainability.

The WWF Groundwater Awareness Project, funded by the Danish government via the Table Mountain Water Source Partnership, implemented an educational campaign in Cape Town primary schools to highlight the importance of groundwater. The project included multimedia lesson plans, a poster competition involving 15 schools, and a celebratory field trip for 38 top-performing students to the Greenpoint Urban Park on 28 February 2022. Additionally, a billboard campaign sponsored by Tractor Outdoor ran from 1 February to 31 March 2022 across the Western Cape, with two video billboards recording a combined total of 743,429 playouts.