Empowering Future Generations
Dr Cliona Murphy, Associate Professor in Science Education in the School of STEM Education, Innovation, and Global Studies and Chair of the ALLEA Working Group in Science Education, was an invited speaker at the World Science Forum 2024 in Budapest.
As a panellist in the Education for Sustainable Development (ESD) thematic session on November 22, Dr Murphy joined discussions on the role of ESD across all education levels, emphasizing inclusivity and ‘leaving no-one behind.’ The session highlighted the vital role of education and teachers in addressing global sustainability challenges, calling for better tools, interdisciplinary approaches and recognition, to empower educators. Participants highlighted the importance of small, incremental actions and collaboration in evaluating educational initiatives, alongside the power of storytelling to inspire change through relatable role models.
Dr Murphy stressed the urgency of supporting educators in fostering scientific literacy and preparing students to address socio-scientific challenges like sustainability and climate change. She stated:
“To prepare young learners for global challenges, primary science education must foster not only foundational knowledge but also critical thinking, problem-solving, and values essential for addressing socio-scientific issues like sustainability and climate change. Achieving this requires reforms that include context-specific teacher education curricular alignment with scientific literacy goals, and access to effective pedagogical resources. These efforts will equip educators to nurture informed, active citizens capable of contributing to a sustainable and equitable future.”
During the Forum, Dr Murphy was also interviewed on her recent article, Early Learning Opportunities for Shaping a Scientifically Literate Society, that she co-authored as chair of ALLEA’s Working Group in science education. In the interview Dr, Murphy emphasized integrating the Nature of Science (NoS) and research ethics into early science education to help our youngest citizens understand science, tackle global issues, and make informed decisions. She explained that NoS—science as a dynamic, evidence-based process shaped by creativity and society—helps students address challenges like climate change, biodiversity loss, and misinformation.
Dr Cliona Murphy
Teaching research ethics, she noted, fosters values like integrity, transparency, and responsibility, building trust in science. While acknowledging challenges like overloaded curricula and limited teacher professional learning opportunities, Dr Murphy called for reforms to prepare future generations as scientifically literate, ethically responsible citizens. You can read the full interview here.
The Forum discussions reinforced the vital role of ESD and science education in addressing global challenges and preparing learners for a rapidly changing world. For more details on the Forum, visit the World Science Forum website.