The Future of Education

This study explores the educational potential of introducing bioethical and geoethical issues to young children through mediated non-formal science education experiences. The research focuses on primary students (ages 6–12; n = 24) as audiences and interlocutors rather than direct participants in structured instructional interventions. The context involved an intergenerational science theatre project, in which adolescents created and performed a play addressing ethical dilemmas related to life sciences and human–Earth interactions. Following the performance, younger children participated in a brief ludic activity using emoji-based response cards and engaged in semi-structured group interviews. Additional interviews with institutional educators provided complementary perspectives on engagement, comprehension and pedagogical feasibility. Data were analysed qualitatively and through descriptive quantitative analysis of responses to ten statements addressing bioethical, geoethical and combined ethical themes. Results from the ludic activity indicate a high proportion of correct responses in bioethical topics (95.8%), alongside consistent levels of correct responses in geoethical (80.2%) and mixed bioethical–geoethical categories (81.2%). These patterns suggest that children were able to recognise ethical dimensions, differentiate between types of socioscientific issues and articulate positions aligned with the narratives presented. Interview data further revealed emotional engagement, concern for living beings and the environment, and the ability to relate ethical questions to everyday experiences. Overall, the findings indicate that mediated, narrative-based and intergenerational approaches can lower conceptual barriers and support inclusive engagement with complex ethical dimensions of science in primary education. The study contributes to discussions on innovation in science education by highlighting non-formal, media-supported strategies as viable entry points for ethics-oriented science learning at early educational stages.