[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598654-105":59,"doc-detail-598654-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","science-education-and-education-for-citizenship-and-sustainable-development-challenges-and-effectiveness-of-science-teaching","Science Education and Education for Citizenship and Sustainable Development - Challenges and Effectiveness of Science Teaching","","Education for sustainable development and global citizenship has gained emphasis in the UK and Europe, particularly within social studies, while interest in “the sciences” has declined. This paper argues that basic scientific literacy is critical for effective participation in societal decision-making on socio-scientific issues. It reviews challenges in science teaching by referencing student survey results from Wales (compulsory) and France (optional), and evaluates how science education supports citizenship outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-education-and-education-for-citizenship-and-sustainable-development-challenges-and-effectiveness-of-science-teaching/598654/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-education-and-education-for-citizenship-and-sustainable-development-challenges-and-effectiveness-of-science-teaching/598654.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is basic scientific literacy considered essential for education in sustainable development and global citizenship?","Question",{"text":112,"@type":113},"Basic scientific literacy is necessary for effective participation in society’s decision-making on socio-scientific issues. It helps individuals understand science-related controversies and engage in informed debate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper suggest about the role of social studies versus science education?",{"text":117,"@type":113},"Although sustainability and citizenship often appear in other disciplines, the paper identifies a specific role for science teaching and learning at multiple educational levels. It argues that science education can complement citizenship initiatives.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the Welsh and French approaches compared in the paper?",{"text":121,"@type":113},"The paper contrasts Wales, where education for sustainable development and global citizenship embedded in subjects is compulsory, with France, where related initiatives are optional and depend on teacher interest.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598654,1792209324,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","17  \nScience Education and Education for Citizenship and Sustainable Development  \nRonald Johnston  \nUniversity of Wales, Newport, UK  \nIn 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 evidencedby a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essentialfor effective education andparticipation 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.  \nIntroduction  \nThere is an essential and specific role for sci  \nence teaching and learning within education for sustainable development and global citizenship at all levels of education – secondary, vocational, post-compulsory, and beyond. While on first examination this may seem obvious, issues of sustainability and citizenship appear to find their fora most commonly in other disciplines. Over the past decade, in the United Kingdom (UK) and Europe, this state of affairs has been exacer-  \nbated by a noticeable decline in student uptake of science as a degree choice and career pathway. There has been a similar decline in the public understanding of science and those issues associated with many scientific and technological developments. This may be viewed as a reduced scientific literacy which has the potential to exclude considerable sections of society from the decision making processes associated with many controversial applications of science and technology. This also  \nraises serious concerns about the long term social consequences of a scientifically illiterate society. It is not my intention here to separate the sciences from other disciplines, but rather to identify ways in which a basic understanding of science may complement educational initiatives addressing major issues of sustainability and citizenship. In this undertaking it is useful to compare the Welsh and French approaches to education for sustainable development and global citizenship. 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.  \nAt all educational levels in Wales, The Revised Curriculum for Wales (Welsh Assembly Government, 2008) closely associates issues of sustainability with those of global citizenship addressing these as Education for Sustainable Development and Global Citizenship – thus, linking local, regional, and national issues within a global perspective. England, Scotland, and Northern Ireland each have similar themes in their curricula, identified as Education for Sustainable Development within which global citizenship is also addressed to a greater or lesser degree. In Canada these issues are addressed under the banner of science-technology-society-environment. Clearly the dual aspects of sustainability and citizenship are intimately linked in the international consciousness by design or perhaps parallel evolution. However, it is the effectiveness of education for sustainable development and global citizenship and the role of science education in the context of citizenship and global citizenship that forms the central interest of this paper.  \nGoals and Challenges  \nThe professional standards developed for teachers embedding education for sustainable development and global citizenship in Wales advises that the g","cbCaihvzQZzSjvGH","https://ap.wps.com/l/cbCaihvzQZzSjvGH","pdf",1057159,"English","# Introduction\n# Goals and Challenges","[{\"question\":\"Why is basic scientific literacy considered essential for education in sustainable development and global citizenship?\",\"answer\":\"Basic scientific literacy is necessary for effective participation in society’s decision-making on socio-scientific issues. It helps individuals understand science-related controversies and engage in informed debate.\"},{\"question\":\"What does the paper suggest about the role of social studies versus science education?\",\"answer\":\"Although sustainability and citizenship often appear in other disciplines, the paper identifies a specific role for science teaching and learning at multiple educational levels. It argues that science education can complement citizenship initiatives.\"},{\"question\":\"How are the Welsh and French approaches compared in the paper?\",\"answer\":\"The paper contrasts Wales, where education for sustainable development and global citizenship embedded in subjects is compulsory, with France, where related initiatives are optional and depend on teacher interest.\"}]","Science Education and Education for Citizenship and Sustainable Development - Challenges and Effectiveness of Science Teaching | PDF",1792087331]