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Scholars working in the field of the economics of education have long documented how investment in girls’ education delivers the greatest return in terms of societal wellbeing (see, e.g., Dollar & Gatti, 1999; Forbes, 2000; Klasen, 2002). Unfortunately, mainstream economists have quite a narrow interpretation of wellbeing, the rate of growth in gross domestic product (GDP) usually serves as the main barometer. The problem here is that higher rates of economic growth do not necessarily imply improved outcomes in terms of gender equality. Getting girls in school certainly represents progress. There are 129 million girls around the world who are not in school (UNICEF, 2022), and there are numerous obstacles to overcome if this problem is to be seriously addressed. The good news is that far more attention is being devoted to girls’ education and the empowerment of women today than in the past, as countless NGOs and charities have sprung up in recent years that focus on these issues. A key question, however, is whether it is sufficient just to get girls to attend school. Less attention seems to be paid to what they actually do when they get there. Admittedly, some education is better than none at all, but what if girls attended schools where the measure of success was less focussed on exam results, getting a good job, and growing GDP? In this chapter, we present the case for school education that aligns with the Sustainable Development Goals (SDGs). Green School for Girls (GS4G) – a pilot programme – seeks to implement a curriculum and pedagogy that will produce strong, independently minded, entrepreneurial young women, capable of earning a good living for themselves and their families in a fashion that is in harmony with the interests of the community and the natural environment.

Athletes have leveraged their social platform and reach to advocate for a variety of social causes. Most recently, given the persistent impacts of climate change on sport, the sport sector has been leveraged to engage and educate fans, sport participants, and athletes to promote climate action while consuming sport and in their everyday lives. This chapter conceptualizes the term sport eco-activism and presents a rich history of the early stages of this form of activism and its interaction with sport. Specifically, we provide historical context and examples of how athletes and activist sport organizations (e.g., Surfers Against Sewage, Protect Our Winters) have drawn attention to the impacts of climate change on sport. We also highlight how these entities encourage spectators and participants to change their behaviors and further advocate for collective climate action. In addition, we offer insights on future directions of eco-activism within sport and how such activists can best resonate with their target audiences to create positive change through sport.

The production of news through artificial intelligence (AI) is a reality in many countries, including the United States, where two leading companies in this area are based. The purpose of this explanatory bibliographic research is to discuss who or what should bear the ethical responsibility for automated writing in a newsroom, considering that codes of ethics address only the conduct of people. This chapter compares the Code of Ethics of the National Federation of Brazilian Journalists with the code used in the United States and highlights examples of news released with incorrect information, produced by algorithms, and published by US news organizations. Facing the current informational scenario, the ethical responsibility of the automated news must be attributed to the media, represented in the figure of the editor. Such a conclusion is motivated by the fact that neither the algorithm nor the person who developed it takes part in the decision-making process of publishing an article or not.