Abstract
In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.
Highlights
There is an essential and specific role for science teaching and learning within education for sustainable development and global citizenship at all levels of education – secondary, vocational, post-compulsory, and beyond
In the United Kingdom (UK) and Europe, this state of affairs has been exacerbated by a noticeable decline in student uptake of science as a degree choice and career pathway
Some interesting contrasts appear here which may indicate the positive effects of embedding subject specific education for sustainable development and citizenship and science education
Summary
There is an essential and specific role for science teaching and learning within education for sustainable development and global citizenship at all levels of education – secondary, vocational, post-compulsory, and beyond. In Wales, education for sustainable development and global citizenship embedded within subjects is compulsory whereas in France such educational initiatives are optional dependent on the interest of the teacher/lecturer. These examples highlight the problem and present instances where science education for citizenship could certainly result in a more informed public better equipped to make personal judgements and enquiries about these complex issues.
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