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ARTICLE: Expanding our views of science education to address sustainable…
ARTICLE: Expanding our views of science education to address sustainable development, empowerment, and social transformation by William C. Kyle Jr.
ISSUES IDENTIFIED
Disconnect Between Science Education and Real-World Challenges: Science education often focuses on abstract knowledge and universal standards, neglecting contextual realities and the lived experiences of learners. Learners fail to see the relevance of science to global issues such as climate change, poverty, and biodiversity loss.
Neglect of Sustainable Development in Education: Despite over three decades of global initiatives (e.g., SDGs, MDGs), science education has not been sufficiently aligned with sustainable development goals. Key concepts like Earth Overshoot Day and resource consumption patterns are absent from most science curricula.
Lack of Youth Engagement: Youth, as key agents of change, are often treated as passive recipients of education rather than active participants in shaping sustainable futures. Opportunities for youth to exercise political agency and influence societal transformation are limited.
Barriers Created by Standardization and Universalism: Imposing standardized goals and accountability measures reduces the flexibility needed for place-based and culturally relevant education. The standardization model marginalizes learners from less-developed countries, where local contexts require unique approaches.
Emotional and Psychological Challenges: Students and educators often experience feelings of hopelessness and disempowerment when engaging with environmental issues. This emotional burden can deter meaningful learning and action.
Political and Ideological Resistance: Political barriers, such as the marginalization of science or anti-environmental policies, hinder the integration of sustainability into education. Distrust of science and skepticism toward environmental issues create additional obstacles.
OBJECTIVE OF THE STUDY
To advocate for an expanded vision of science education that integrates sustainable development, youth empowerment, and social transformation. It seeks to align science education with global challenges and the 2030 Agenda for Sustainable Development by emphasizing contextual, experiential, and action-oriented learning.
PURPOSE OF THE STUDY
Challenge traditional science education's focus on universalism and standardization, which often disconnects it from real-world issues and the needs of learners.
Highlight the role of science educators in enabling youth to engage meaningfully in addressing global challenges, including climate change, poverty alleviation, and biodiversity conservation.
Call for transformative changes in education to foster critical thinking, active citizenship, and sustainable development among learners.
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METHODOLOGY
Type of Study: Conceptual and argumentative, structured as a position paper.
Approach:The article critiques traditional science education models and proposes an expanded framework grounded in sustainable development, empowerment, and social transformation.
Data Sources: The author draws upon existing literature, global frameworks like the SDGs and MDGs, and historical trends in science education to support the argument.
FINDINGS
Disconnect in Current Science Education: Science education is overly standardized and abstract, failing to address real-world challenges. Contextual and experiential learning approaches are underutilized.
Role of Youth: Youth are essential for achieving sustainable development, but current educational practices fail to engage them as active participants.
Challenges in Education: Barriers include emotional detachment, political resistance, and cultural hegemony in environmental education.
Need for Transformation: Science education must integrate sustainable development goals and foster critical thinking, creativity, and active citizenship.
IMPLICATIONS
For Educators: Educators should focus on empowering youth with the knowledge and tools to address sustainability challenges. Emphasis on critical thinking and participatory methods is essential.
For Global Education Systems: A global shift toward integrating SDGs into education systems is needed to prepare learners for addressing complex societal issues.
For Policy Makers: Policies should move beyond standardization to include flexible, context-sensitive curricula linked to sustainable development.
CONCLUSION
Science education must be reimagined to address sustainable development, empower youth, and contribute to societal transformation. This requires shifting from standardized, abstract teaching to experiential, contextual, and action-oriented learning that equips learners to tackle global challenges effectively.
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