New Perspectives in Science Education

As the climate crisis intensifies, young people are demonstrating a strong willingness to act; however, false beliefs about climate change are prevalent, often leading to misdirected efforts or radical activism lacking clear purpose. This disorientation can be traced to significant educational gaps: despite six decades of UNESCO’s advocacy for scientific literacy, nearly half of global curricula fail to explicitly address climate change (UNESCO, 2021). Recent frameworks, such as the GreenComp (Bianchi, Pisiotis, & Cabrera Giraldez, 2022), advocate for an education system that equips students to face complex, real-world issues. In line with this, there is an urgent need to reconsider the role of science education in fostering agency, particularly by integrating social and transformative dimensions into the curriculum (Laherto & Rasa, 2022; Tasquier, Knain, & Jornet, 2022). 

This study positions agency as a critical competency necessary for young people to navigate 21st-century challenges. Drawing from philosophical, economic, and educational theories, it proposes a model of agency that encompasses individual decision-making, moral reasoning, and collective action (Emirbayer & Mische, 1998). This approach extends the traditional concept of scientific literacy, incorporating reflective and action-oriented competencies essential for engaging with the multifaceted nature of climate change. Philosophy contributes insights into ethical responsibilities and the motivations driving climate action, while economics illuminates the practical aspects of decision-making under real-world constraints. Specifically, Philosophy’s ethical focus prompts students to reflect on the motives and responsibilities underpinning climate action, enabling them to consider moral imperatives in environmental stewardship. Economics, on the other hand, introduces a practical perspective, illustrating decision-making under resource constraints and emphasizing the systemic impact of collective actions. When applied to science education, this model encourages students to view climate change through both personal and societal lenses, fostering a balanced sense of agency that is informed by individual actions and societal obligations. Together, these perspectives enable a deeper understanding of climate agency, grounded in the interconnected roles of knowledge, values, and systems thinking (see Figure 1).

Integrating these disciplinary perspectives within science education has the potential to bridge the gap between knowledge and action. This interdisciplinary model empowers students with skills to critically evaluate and meaningfully respond to socio-environmental issues. By situating their individual actions within broader socio-political contexts, young people can better balance personal responsibilities with collective ones, leading to a more coherent and impactful approach to climate action. Such a holistic model prepares students not only to understand climate issues but also to act as responsible agents within an increasingly complex and interconnected world.

Figure 1

 Features of the integrated framework

This contribution responds to calls for educational reform, promoting agency as both a moral and pragmatic competency. In this evolving landscape, science education must foster critical and systems thinking, equipping students to navigate and address the socio-ecological challenges of the Anthropocene. By integrating philosophy and economics, this framework enriches science education, laying the foundation for a generation capable of engaging thoughtfully and proactively with the realities of climate change.