Abstract
Ensuring sustainability requires a paradigm shift in conceptualization, thinking, research and Science education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, STES literacy requires the development of students’ capabilities via higher-order cognitive skills (HOCS)-promoting teaching, assessment and learning strategies. Striving for sustainability and the consequent paradigms shift, from unlimited growth to sustainable development, makes the corresponding paradigms shift in science, environmental and technology engineering education, from algorithmic teaching to HOCS learning, to become unavoidable. The identified paradigms shift refect the ever-increasing social pressure towards more accountable, socially- and environmentally-responsible sustainable action. Concomitantly, this pressure constitutes the driving force for STES education for sustainability. This requires HOCS for responsibly dealing with multi-dimensional, socio-economical-technological-environmental systems. Our research findings and educational practice suggest, that, although the road to STES literacy for sustainability is rocky, it is educationally feasible and, therefore, attainable.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
