"Towards Inclusive and Adaptive Science Education for Sustainability"

The climate crisis is increasing the demand for a comprehensive and adaptable approach to science education that prepares humanity to make sense of the causes, impacts, and potential solutions to climate change. I believe that sustainable solutions for the social and environmental issues related to the climate crisis must be inclusive of and beneficial to diverse groups, thus requiring us to unsettle assumptions related to the dominant or widely accepted scientific ideas that drive decision-making in education contexts. Broadening the scope of Western or Eurocentric science education to non-dominant worldviews and practices is not only important for its potential for advancing scientific understanding and promoting sustainable practices, but it also allows us to recognize and in some cases challenge and decentralize the dominant paradigms that often marginalize or suppress non-dominant perspectives for more inclusive and equitable learning. 

The most productive learning occurs when disciplinary core ideas are explored in the context of life-relevant challenges, phenomena, and issues. Teachers can facilitate this learning by legitimizing, activating, and leveraging students' everyday thinking and experiences to develop more sophisticated understandings. Academic learning experiences should extend beyond preparing students for success in school; they should support students in developing the habits of mind and practices required for informed success in their professional and personal lives. In today’s digital age, this means prioritizing skills like critical thinking and reasoning, literacies such as technological and media literacy, and social skills and attitudes like communication, flexibility, and productivity. By integrating these elements, we can create a science education that is both comprehensive and inclusive, equipping students to address the multifaceted challenges of the climate crisis.