Objective: This article aims to critically analyze the interrelationship between education, science, technology, and society (STS), highlighting how the incorporation of the STS perspective into the educational environment can contribute to the formation of critical, conscious, and socially engaged individuals. It seeks to understand how the STS approach can be applied in pedagogical practice, promoting an education that engages with the ethical, social, and cultural challenges imposed by contemporary scientific and technological advances. Additionally, the study aims to identify the potentialities and limitations of this approach, as well as propose pathways for its consolidation in educational policies and practices. Theoretical Framework: The STS (Science, Technology, and Society) approach offers a critical interpretation of the role of computational technologies in contemporary society, emphasizing that such innovations are not neutral but are the result of specific historical, political, and cultural contexts. From this perspective, computational technologies should be examined in relation to the interests they represent, the social impacts they generate, and the inequalities they may either reinforce or mitigate. In contrast to a technicist view, which sees technological advancement as an end in itself, the STS field encourages ethical, democratic, and participatory reflection on the processes of development and application of these technologies, aiming to build a more equitable and conscious relationship between science, technology, and society. Method: This research is characterized as a qualitative, exploratory study with a bibliographic foundation. This methodological choice is justified by the need to investigate, in a critical and in-depth manner, the various dimensions involved in the interrelationship between education, science, technology, and society, particularly from the perspective of the STS approach. The study is based on the analysis and interpretation of academic works, scientific articles, and relevant documents, with the aim of identifying theoretical contributions, pedagogical possibilities, and challenges related to the implementation of the STS perspective in the educational field. Results and Discussion: The findings of this research indicate that incorporating the STS approach into the educational environment plays a fundamental role in the critical development of students, expanding their understanding of the significance of science and technology in social contexts. It was observed that when exposed to pedagogical practices that link scientific knowledge with social and ethical issues, students develop a deeper awareness of the effects of technological innovations on their lives and surroundings. This awareness promotes reflective thinking, active citizenship, and informed decision-making, especially in a context marked by rapid technological change. Research Implications: For academia, this study contributes to expanding the debate on methodologies and content that integrate science, technology, and society, encouraging the construction of interdisciplinary and contextualized curricula capable of forming more conscious and engaged individuals. For society, it is suggested that a critical and STS-informed education can strengthen civic participation and more informed and responsible decision-making in the face of contemporary challenges. Furthermore, the research highlights ongoing challenges, such as the need for adequate teacher training to mediate this approach, and emphasizes the urgency of educational policies that incorporate STS at different levels and modalities of education. Thus, the investigation not only deepens theoretical understanding but also points to the practical transformation of education as a tool for social and technological emancipation. Originality/Value: This research is original in its integrated articulation of education and the Science, Technology, and Society (STS) approach within the context of the technoscientific era, highlighting its transformative potential for the development of a critical and participatory citizenship. It stands out by emphasizing not only the transmission of scientific and technological knowledge but also the incorporation of ethical, social, and political reflection on the impact of these fields on everyday life, thereby expanding the traditional scope of education.
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