Framing citizen science and sustainable education development

Abstract

The world is now changing on a multidimensional scale, and citizens are calling for sustainable development to deal with economics, society, and the environment. Citizens of the twenty-first century must contend with socioeconomic and environmental development, as well as degradation growth rates. Sustainable development is a key term for living in balance. This study employed a literature review method to frame citizen science and sustainable education development. A systematically high number of academic articles were retrieved from the ERIC database, identifying a gap between the literature and sustainable educational development. The findings revealed that citizen science can communicate, be scientifically informed, socially connected, and respectful of diversity. Sustainable educational development should foster an understanding of a holistic perspective for all learners. Science is a key subject for explaining two prongs in the current of modern scientific development. It teaches about the relationship between local and global contexts. To ensure the existence of a sustainable environment, education should be considered at all educational levels. Educational policy should incorporate a balance among economics, society, environment, and culture into the curriculum and pedagogical practices. Thus, sustainable education development should be integrated with citizen science, multiculturalism, and a holistic approach to learning behavior.