Framing citizen science and sustainable education development

Prasart Nuangchalerm; Veena Prachagool; Athipkanya Nuangchalerm; Kamonrat Chimphali; R. Ahmad Zaky El Islami

doi:10.31893/multirev.2024028

Keywords:

citizen science

global citizenship

sustainable development

Abstract

The world is now changing on a multidimensional scale, and citizens are calling for sustainable development to deal with economics, society, and the environment. Citizens of the twenty-first century must contend with socioeconomic and environmental development, as well as degradation growth rates. Sustainable development is a key term for living in balance. This study employed a literature review method to frame citizen science and sustainable education development. A systematically high number of academic articles were retrieved from the ERIC database, identifying a gap between the literature and sustainable educational development. The findings revealed that citizen science can communicate, be scientifically informed, socially connected, and respectful of diversity. Sustainable educational development should foster an understanding of a holistic perspective for all learners. Science is a key subject for explaining two prongs in the current of modern scientific development. It teaches about the relationship between local and global contexts. To ensure the existence of a sustainable environment, education should be considered at all educational levels. Educational policy should incorporate a balance among economics, society, environment, and culture into the curriculum and pedagogical practices. Thus, sustainable education development should be integrated with citizen science, multiculturalism, and a holistic approach to learning behavior.
References
1. American Association for the Advancement of Science. (1990). Science for all Americans. Oxford University Press.
2. Aristeidou, M., & Herodotou, C. (2020). Online citizen science: A systematic review of effects on learning and scientific literacy. Citizen Science: Theory and Practice, 5(1), 1-12.
3. Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352-377.
4. Burgess Wilkerson, B., Hamilton, C., Garrison, C., & Robbins, K. (2018). Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate. Proceedings of the 83rd Annual Conference of the Association for Business Communication. October 24-27, 2018, Miami, Florida, USA.
5. Caiado, R. G. G., Leal Filho, W., Quelhas, O. L. G., de Mattos Nascimento, D. L., & Ávila, L. V. (2018). A literature-based review on potentials and constraints in the implementation of the sustainable development goals. Journal of Cleaner Production, 198, 1276-1288.
6. Chanchitpricha, C., Morrison-Saunders, A., & Bond, A. (2019). Investigating the effectiveness of strategic environmental assessment in Thailand. Impact Assessment and Project Appraisal, 37(3-4), 356-368.
7. Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020). Addressing sustainable development: promoting active informed citizenry through trans-contextual science education. Sustainability, 12(8), 3259.
8. Chuenchoksan, S., & Phongam, N. (2020). The implementation of eco-schools program in promoting sustainability of schools in Thailand. Sustainability, 12(11), 4669.
9. Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A critical review of students’ and teachers’ understandings of nature of science. Science & Education, 28(3), 205-248.
10. Cole, S. (1992). Making science: Between nature and society. Harvard University Press.
11. Crocco, O. S., & Pitiyanuwat, S. (2022). Higher education in Thailand. In International Handbook on Education in South East Asia (pp. 1-24). Singapore: Springer Nature Singapore.
12. Duncan, R. G., Na’ama, Y., & Chinn, C. A. (2021). Inquiry and learning in science. In International Handbook of Inquiry and Learning (pp. 325-344). Routledge.
13. Durmus, E., & Kinaci, M. K. (2021). Opinions of social studies teacher education students about the impact of environmental education on ecological literacy. Review of International Geographical Education Online, 11(2), 482-501.
14. Ekantini, A., & Wilujeng, I. (2018). The development of science student worksheet based on education for environmental sustainable development to enhance scientific literacy. Universal Journal of Educational Research, 6(6), 1339-1347.
15. El Islami, R. A. Z., Nuangchalerm, P., & Sjaifuddin, S. (2018). Science process of environmental conservation: Cross national study of Thai and Indonesian pre-service science teachers. Journal for the Education of Gifted Young Scientists, 6(4), 72-80.
16. Ferreira, J. C., Vasconcelos, L., Monteiro, R., Silva, F. Z., Duarte, C. M., & Ferreira, F. (2021). Ocean literacy to promote sustainable development goals and agenda 2030 in coastal communities. Education Sciences, 11(2), 62.
17. Foster, K. R., & Huber, P. W. (1999). Judging science: Scientific knowledge and the federal courts. MIT Press.
18. Foulk, J. A., Friedrichsen, P. J., & Sadler, T. D. (2020). Science in socio-scientific issues. The Science Teacher, 87(7), 35-39.
19. Fraisl, D., Campbell, J., See, L., Wehn, U., Wardlaw, J., Gold, M., Moorthy, I., Arias, R., Piera, J., Oliver, J.L., & Masó, J. (2020). Mapping citizen science contributions to the UN sustainable development goals. Sustainability Science, 15(6), 1735-1751.
20. Frantzeskaki, N., McPhearson, T., Collier, M.J., Kendal, D., Bulkeley, H., Dumitru, A., Walsh, C., Noble, K., Van Wyk, E., Ordóñez, C., & Oke, C. (2019). Nature-based solutions for urban climate change adaptation: linking science, policy, and practice communities for evidence-based decision-making. BioScience, 69(6), 455-466.
21. Frisk, E., & Larson, K. L. (2011). Educating for sustainability: Competencies & practices for transformative action. Journal of Sustainability Education, 2(1), 1-20.
22. Fritz, S., See, L., Carlson, T., Haklay, M.M., Oliver, J.L., Fraisl, D., Mondardini, R., Brocklehurst, M., Shanley, L.A., Schade, S., & Wehn, U. (2019). Citizen science and the United Nations sustainable development goals. Nature Sustainability, 2(10), 922-930.
23. Garrecht, C., Bruckermann, T., & Harms, U. (2018). Students’ decision-making in education for sustainability-related extracurricular activities: A systematic review of empirical studies. Sustainability, 10(11), 3876.
24. Goh, M., & Deutschman, M. C. (2020). Global citizenship education in east, south, and southeast asia. Global Citizenship Education and Teacher Education, In Schugurensky, D., & Wolhuter, C. (eds). Global citizenship education and teacher education: Theoretical and practical issues. Routledge. Pp. 161-178.
25. Goren, H., & Yemini, M. (2017). Global citizenship education redefined: A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-83.
26. Hartikainen, A. (2008). Making meanings: pupil talk in inquiry-oriented instruction. Nordic Studies in Science Education, 4(1), 64-76.
27. Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education, 37(10), 1668-1697.
28. Herman, B. C., Sadler, T. D., Zeidler, D. L., & Newton, M. H. (2018). A socioscientific issues approach to environmental education. In International Perspectives on the Theory and Practice of Environmental Education: A reader (pp. 145-161). Springer, Cham.
29. Herman, B. C., Zeidler, D. L., & Newton, M. (2020). Students’ emotive reasoning through place-based environmental socioscientific issues. Research in Science Education, 50(5), 2081-2109.
30. Ho, L. C. (2018). Conceptions of global citizenship education in east and southeast asia. In The Palgrave Handbook of Global Citizenship and Education (pp. 83-95). Palgrave Macmillan, London.
31. Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
32. Hovland, K. (2014) ‘What can global learners do?’. Diversity and Democracy, 17(2), 8-11.
33. Janmaimool, P., & Khajohnmanee, S. (2020). Enhancing university students’ global citizenship, public mindedness, and moral quotient for promoting sense of environmental responsibility and pro-environmental behaviours. Environment, Development and Sustainability, 22(2), 957-970.
34. Jax, K., Calestani, M., Chan, K.M., Eser, U., Keune, H., Muraca, B., O’Brien, L., Potthast, T., Voget-Kleschin, L. and Wittmer, H., 2018. Caring for nature matters: a relational approach for understanding nature’s contributions to human well-being. Current Opinion in Environmental Sustainability, 35, 22-29.
35. Juhji, J., & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1-16.
36. Karisan, D., & Zeidler, D. L. (2017). Contextualization of nature of science within the socioscientific issues framework: A review of research. International Journal of Education in Mathematics, Science and Technology, 5(2), 139-152.
37. Khajornkhae, L. & Nuangchalerm, P. (2021). Socioscientific-issues based classroom intervention on grade 10 students’ learning achievement and scientific reasoning. Journal of Educational Issues, 7(2), 393-400.
38. Kiatkawsin, K., & Siripun, K. (2021). The effectiveness of the green school project in promoting environmental literacy of Thai secondary school students. Sustainability, 13(2), 708.
39. Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104.
40. Kopnina, H. (2020). Education for sustainable development goals (ESDG): What is wrong with ESDGs, and what can we do better?. Education Sciences, 10(10), 261.
41. Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.
42. Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
43. Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786.
44. Lee, L. Y., Talhelm, T., Zhang, X., Hu, B., & Lv, X. (2021). Holistic thinkers process divided-attention tasks faster: from the global/local perspective. Current Psychology, 1-13.
45. Listiana, I., Abdurrahman, A., Suyatna, A., & Nuangchalerm, P. (2019). The effect of Newtonian dynamics STEM-integrated learning strategy to increase scientific literacy of senior high school students. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 43-52.
46. Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 44(7), 1120-1142.
47. Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.
48. McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In The Nature of Science in Science Education (pp. 3-39). Springer, Dordrecht.
49. Mitchell, S., Swayne, H., Fulton, K. A., & Lister, J. J. (2020). Infusing the UN sustainable development goals into a global learning initiative. International Journal of Development Education and Global Learning, 12(2), 92-105.
50. Nuamcharoen, S., & Dhirathiti, N. S. (2018). A case study of the co-production approach to the implementation of education for sustainable development in Thailand. Policy Futures in Education, 16(3), 327-345.
51. Nuangchalerm, P. (2020). TPACK in ASEAN perspectives: Case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education, 9(4), 993-999.
52. Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61, 301-25.
53. Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61(1), 1-16.
54. Pandeeka, P., & Maneekul, J. (2019). Instructional models of social studies teachers to development of critical thinking skills for living in the 21st century. Humanities, Arts and Social Sciences Studies. 19(2), 314-339.
55. Patterson, A., & Gray, S. (2019). Teaching to transform:(W) holistic science pedagogy. Theory into Practice, 58(4), 328-337.
56. Perry, L. B., & Southwell, L. (2011). Developing intercultural understanding and skills: Models and approaches. Intercultural Education, 22(6), 453-66.
57. Prachagool, V., & Nuangchalerm, P. (2019). Investigating understanding the nature of science. International Journal of Evaluation and Research in Education, 8(4), 719-725.
58. Queiruga-Dios, M. Á., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vazquez Dorrio, J. B. (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(10), 4283.
59. Redman, E. (2013). Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors. International Journal of Environmental and Science Education, 8(1), 1-34.
60. Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. Issues and Trends in Education for Sustainable Development, 39, 39-59.
61. Rosenberg, A., & McIntyre, L. (2019). Philosophy of science: A contemporary introduction. Routledge.
62. Roth, W. M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11(1), 33-56.
63. Sagala, R., Nuangchalerm, P., Saregar, A., & El Islami, R. A. Z. (2019). Environment-friendly education as a solution to against global warming: A case study at Sekolah Alam Lampung, Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 87-97.
64. Sajjaphatanakul, A., & Mangkhang, C. (2019). The scenario of future environmental history instruction to develop sustainable global citizenship in Thailand. Humanities, Arts and Social Sciences Studies. 19(2), 242-255.
65. Sant, E., Davies, I., Pashby, K., & Shultz, L. (2018). Global citizenship education: A critical introduction to key concepts and debates. Bloomsbury Publishing.
66. Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020). Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development & World Ecology, 27(5), 458-468.
67. Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1-10.
68. Siribunnam, S., Nuangchalerm, P. & Jansawang, N. (2014). Socio-scientific decision making in the science classroom. International Journal for Cross-Disciplinary Subjects in Education, 5(4), 1777-1782.
69. Strachan, G. (2018). Can education for sustainable development change entrepreneurship education to deliver a sustainable future?. Discourse and Communication for Sustainable Education, 9(1), 36-49.
70. Topothai, T., Suphanchaimat, R., Topothai, C., Tangcharoensathien, V., Cetthakrikul, N., & Waleewong, O. (2022). Thailand achievement of SDG indicator 4.2. 1 on early child development: An analysis of the 2019 multiple indicator cluster survey. International Journal of Environmental Research and Public Health, 19(13), 7599.
71. UNESCO. (2015). Global citizenship education: Topics and learning objectives. UNESCO.
72. Uppamaiathichai, T., & Roueangrong, P. (2021). Policy proposal on development of research topics of graduate students at the Faculty of Education, Naresuan University. Journal of Green Learning, 1(1), 7-11.
73. Usman, M., Balsalobre-Lorente, D., Jahanger, A., & Ahmad, P. (2023). Are Mercosur economies going green or going away? An empirical investigation of the association between technological innovations, energy use, natural resources and GHG emissions. Gondwana Research, 113, 53-70.
74. Veugelers, W. (2021). How globalisation influences perspectives on citizenship education: from the social and political to the cultural and moral. Compare: A Journal of Comparative and International Education, 51(8), 1174-1189.
75. Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 1-12.
76. Vongsatan, K., Mangkhang, C., & Dipyamandala, J. (2020). Social studies and the development of global citizen in educational system. Humanities, Arts and Social Sciences Studies, 20(1), 138-162.
77. Waleewong, O., & Yueayai, K. (2022). Patterns of socioeconomic inequities in SDGs relating to children’s well-being in Thailand and policy implications. International Journal of Environmental Research and Public Health, 19(20), 13626.
78. Weyl, H. (2021). Philosophy of mathematics and natural science. Princeton University Press.
79. Whiting, K., Konstantakos, L., Carrasco, A., Carmona, L. G. (2018). Sustainable development, wellbeing and material consumption: A stoic perspective. Sustainability, 10, 474.
80. Wongchantra, P., & Nuangchalerm, P. (2011). Effects of environmental ethics infusion instruction on knowledge and ethics of undergraduate students. Research Journal of Environmental Sciences, 5(1), 73-77.
81. Yacoubian, H. A. (2015). A framework for guiding future citizens to think critically about nature of science and socioscientific issues. Canadian Journal of Science, Mathematics and Technology Education, 15(3), 248-260.
82. Yacoubian, H. A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Education, 40(3), 308-327.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Nuangchalerm, P., Prachagool, V., Nuangchalerm, A., Chimphali, K., & El Islami, R. A. Z. (2023). Framing citizen science and sustainable education development. Multidisciplinary Reviews, 7(2), 2024028. https://doi.org/10.31893/multirev.2024028

[1] American Association for the Advancement of Science. (1990). Science for all Americans. Oxford University Press.

[2] Aristeidou, M., & Herodotou, C. (2020). Online citizen science: A systematic review of effects on learning and scientific literacy. Citizen Science: Theory and Practice, 5(1), 1-12.

[3] Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352-377.

[4] Burgess Wilkerson, B., Hamilton, C., Garrison, C., & Robbins, K. (2018). Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate. Proceedings of the 83rd Annual Conference of the Association for Business Communication. October 24-27, 2018, Miami, Florida, USA.

[5] Caiado, R. G. G., Leal Filho, W., Quelhas, O. L. G., de Mattos Nascimento, D. L., & Ávila, L. V. (2018). A literature-based review on potentials and constraints in the implementation of the sustainable development goals. Journal of Cleaner Production, 198, 1276-1288.

[6] Chanchitpricha, C., Morrison-Saunders, A., & Bond, A. (2019). Investigating the effectiveness of strategic environmental assessment in Thailand. Impact Assessment and Project Appraisal, 37(3-4), 356-368.

[7] Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020). Addressing sustainable development: promoting active informed citizenry through trans-contextual science education. Sustainability, 12(8), 3259.

[8] Chuenchoksan, S., & Phongam, N. (2020). The implementation of eco-schools program in promoting sustainability of schools in Thailand. Sustainability, 12(11), 4669.

[9] Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A critical review of students’ and teachers’ understandings of nature of science. Science & Education, 28(3), 205-248.

[10] Cole, S. (1992). Making science: Between nature and society. Harvard University Press.

[11] Crocco, O. S., & Pitiyanuwat, S. (2022). Higher education in Thailand. In International Handbook on Education in South East Asia (pp. 1-24). Singapore: Springer Nature Singapore.

[12] Duncan, R. G., Na’ama, Y., & Chinn, C. A. (2021). Inquiry and learning in science. In International Handbook of Inquiry and Learning (pp. 325-344). Routledge.

[13] Durmus, E., & Kinaci, M. K. (2021). Opinions of social studies teacher education students about the impact of environmental education on ecological literacy. Review of International Geographical Education Online, 11(2), 482-501.

[14] Ekantini, A., & Wilujeng, I. (2018). The development of science student worksheet based on education for environmental sustainable development to enhance scientific literacy. Universal Journal of Educational Research, 6(6), 1339-1347.

[15] El Islami, R. A. Z., Nuangchalerm, P., & Sjaifuddin, S. (2018). Science process of environmental conservation: Cross national study of Thai and Indonesian pre-service science teachers. Journal for the Education of Gifted Young Scientists, 6(4), 72-80.

[16] Ferreira, J. C., Vasconcelos, L., Monteiro, R., Silva, F. Z., Duarte, C. M., & Ferreira, F. (2021). Ocean literacy to promote sustainable development goals and agenda 2030 in coastal communities. Education Sciences, 11(2), 62.

[17] Foster, K. R., & Huber, P. W. (1999). Judging science: Scientific knowledge and the federal courts. MIT Press.

[18] Foulk, J. A., Friedrichsen, P. J., & Sadler, T. D. (2020). Science in socio-scientific issues. The Science Teacher, 87(7), 35-39.

[19] Fraisl, D., Campbell, J., See, L., Wehn, U., Wardlaw, J., Gold, M., Moorthy, I., Arias, R., Piera, J., Oliver, J.L., & Masó, J. (2020). Mapping citizen science contributions to the UN sustainable development goals. Sustainability Science, 15(6), 1735-1751.

[20] Frantzeskaki, N., McPhearson, T., Collier, M.J., Kendal, D., Bulkeley, H., Dumitru, A., Walsh, C., Noble, K., Van Wyk, E., Ordóñez, C., & Oke, C. (2019). Nature-based solutions for urban climate change adaptation: linking science, policy, and practice communities for evidence-based decision-making. BioScience, 69(6), 455-466.

[21] Frisk, E., & Larson, K. L. (2011). Educating for sustainability: Competencies & practices for transformative action. Journal of Sustainability Education, 2(1), 1-20.

[22] Fritz, S., See, L., Carlson, T., Haklay, M.M., Oliver, J.L., Fraisl, D., Mondardini, R., Brocklehurst, M., Shanley, L.A., Schade, S., & Wehn, U. (2019). Citizen science and the United Nations sustainable development goals. Nature Sustainability, 2(10), 922-930.

[23] Garrecht, C., Bruckermann, T., & Harms, U. (2018). Students’ decision-making in education for sustainability-related extracurricular activities: A systematic review of empirical studies. Sustainability, 10(11), 3876.

[24] Goh, M., & Deutschman, M. C. (2020). Global citizenship education in east, south, and southeast asia. Global Citizenship Education and Teacher Education, In Schugurensky, D., & Wolhuter, C. (eds). Global citizenship education and teacher education: Theoretical and practical issues. Routledge. Pp. 161-178.

[25] Goren, H., & Yemini, M. (2017). Global citizenship education redefined: A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-83.

[26] Hartikainen, A. (2008). Making meanings: pupil talk in inquiry-oriented instruction. Nordic Studies in Science Education, 4(1), 64-76.

[27] Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education, 37(10), 1668-1697.

[28] Herman, B. C., Sadler, T. D., Zeidler, D. L., & Newton, M. H. (2018). A socioscientific issues approach to environmental education. In International Perspectives on the Theory and Practice of Environmental Education: A reader (pp. 145-161). Springer, Cham.

[29] Herman, B. C., Zeidler, D. L., & Newton, M. (2020). Students’ emotive reasoning through place-based environmental socioscientific issues. Research in Science Education, 50(5), 2081-2109.

[30] Ho, L. C. (2018). Conceptions of global citizenship education in east and southeast asia. In The Palgrave Handbook of Global Citizenship and Education (pp. 83-95). Palgrave Macmillan, London.

[31] Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.

[32] Hovland, K. (2014) ‘What can global learners do?’. Diversity and Democracy, 17(2), 8-11.

[33] Janmaimool, P., & Khajohnmanee, S. (2020). Enhancing university students’ global citizenship, public mindedness, and moral quotient for promoting sense of environmental responsibility and pro-environmental behaviours. Environment, Development and Sustainability, 22(2), 957-970.

[34] Jax, K., Calestani, M., Chan, K.M., Eser, U., Keune, H., Muraca, B., O’Brien, L., Potthast, T., Voget-Kleschin, L. and Wittmer, H., 2018. Caring for nature matters: a relational approach for understanding nature’s contributions to human well-being. Current Opinion in Environmental Sustainability, 35, 22-29.

[35] Juhji, J., & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1-16.

[36] Karisan, D., & Zeidler, D. L. (2017). Contextualization of nature of science within the socioscientific issues framework: A review of research. International Journal of Education in Mathematics, Science and Technology, 5(2), 139-152.

[37] Khajornkhae, L. & Nuangchalerm, P. (2021). Socioscientific-issues based classroom intervention on grade 10 students’ learning achievement and scientific reasoning. Journal of Educational Issues, 7(2), 393-400.

[38] Kiatkawsin, K., & Siripun, K. (2021). The effectiveness of the green school project in promoting environmental literacy of Thai secondary school students. Sustainability, 13(2), 708.

[39] Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104.

[40] Kopnina, H. (2020). Education for sustainable development goals (ESDG): What is wrong with ESDGs, and what can we do better?. Education Sciences, 10(10), 261.

[41] Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.

[42] Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.

[43] Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786.

[44] Lee, L. Y., Talhelm, T., Zhang, X., Hu, B., & Lv, X. (2021). Holistic thinkers process divided-attention tasks faster: from the global/local perspective. Current Psychology, 1-13.

[45] Listiana, I., Abdurrahman, A., Suyatna, A., & Nuangchalerm, P. (2019). The effect of Newtonian dynamics STEM-integrated learning strategy to increase scientific literacy of senior high school students. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 43-52.

[46] Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 44(7), 1120-1142.

[47] Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.

[48] McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In The Nature of Science in Science Education (pp. 3-39). Springer, Dordrecht.

[49] Mitchell, S., Swayne, H., Fulton, K. A., & Lister, J. J. (2020). Infusing the UN sustainable development goals into a global learning initiative. International Journal of Development Education and Global Learning, 12(2), 92-105.

[50] Nuamcharoen, S., & Dhirathiti, N. S. (2018). A case study of the co-production approach to the implementation of education for sustainable development in Thailand. Policy Futures in Education, 16(3), 327-345.

[51] Nuangchalerm, P. (2020). TPACK in ASEAN perspectives: Case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education, 9(4), 993-999.

[52] Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61, 301-25.

[53] Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61(1), 1-16.

[54] Pandeeka, P., & Maneekul, J. (2019). Instructional models of social studies teachers to development of critical thinking skills for living in the 21st century. Humanities, Arts and Social Sciences Studies. 19(2), 314-339.

[55] Patterson, A., & Gray, S. (2019). Teaching to transform:(W) holistic science pedagogy. Theory into Practice, 58(4), 328-337.

[56] Perry, L. B., & Southwell, L. (2011). Developing intercultural understanding and skills: Models and approaches. Intercultural Education, 22(6), 453-66.

[57] Prachagool, V., & Nuangchalerm, P. (2019). Investigating understanding the nature of science. International Journal of Evaluation and Research in Education, 8(4), 719-725.

[58] Queiruga-Dios, M. Á., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vazquez Dorrio, J. B. (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(10), 4283.

[59] Redman, E. (2013). Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors. International Journal of Environmental and Science Education, 8(1), 1-34.

[60] Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. Issues and Trends in Education for Sustainable Development, 39, 39-59.

[61] Rosenberg, A., & McIntyre, L. (2019). Philosophy of science: A contemporary introduction. Routledge.

[62] Roth, W. M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11(1), 33-56.

[63] Sagala, R., Nuangchalerm, P., Saregar, A., & El Islami, R. A. Z. (2019). Environment-friendly education as a solution to against global warming: A case study at Sekolah Alam Lampung, Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 87-97.

[64] Sajjaphatanakul, A., & Mangkhang, C. (2019). The scenario of future environmental history instruction to develop sustainable global citizenship in Thailand. Humanities, Arts and Social Sciences Studies. 19(2), 242-255.

[65] Sant, E., Davies, I., Pashby, K., & Shultz, L. (2018). Global citizenship education: A critical introduction to key concepts and debates. Bloomsbury Publishing.

[66] Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020). Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development & World Ecology, 27(5), 458-468.

[67] Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1-10.

[68] Siribunnam, S., Nuangchalerm, P. & Jansawang, N. (2014). Socio-scientific decision making in the science classroom. International Journal for Cross-Disciplinary Subjects in Education, 5(4), 1777-1782.

[69] Strachan, G. (2018). Can education for sustainable development change entrepreneurship education to deliver a sustainable future?. Discourse and Communication for Sustainable Education, 9(1), 36-49.

[70] Topothai, T., Suphanchaimat, R., Topothai, C., Tangcharoensathien, V., Cetthakrikul, N., & Waleewong, O. (2022). Thailand achievement of SDG indicator 4.2. 1 on early child development: An analysis of the 2019 multiple indicator cluster survey. International Journal of Environmental Research and Public Health, 19(13), 7599.

[71] UNESCO. (2015). Global citizenship education: Topics and learning objectives. UNESCO.

[72] Uppamaiathichai, T., & Roueangrong, P. (2021). Policy proposal on development of research topics of graduate students at the Faculty of Education, Naresuan University. Journal of Green Learning, 1(1), 7-11.

[73] Usman, M., Balsalobre-Lorente, D., Jahanger, A., & Ahmad, P. (2023). Are Mercosur economies going green or going away? An empirical investigation of the association between technological innovations, energy use, natural resources and GHG emissions. Gondwana Research, 113, 53-70.

[74] Veugelers, W. (2021). How globalisation influences perspectives on citizenship education: from the social and political to the cultural and moral. Compare: A Journal of Comparative and International Education, 51(8), 1174-1189.

[75] Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 1-12.

[76] Vongsatan, K., Mangkhang, C., & Dipyamandala, J. (2020). Social studies and the development of global citizen in educational system. Humanities, Arts and Social Sciences Studies, 20(1), 138-162.

[77] Waleewong, O., & Yueayai, K. (2022). Patterns of socioeconomic inequities in SDGs relating to children’s well-being in Thailand and policy implications. International Journal of Environmental Research and Public Health, 19(20), 13626.

[78] Weyl, H. (2021). Philosophy of mathematics and natural science. Princeton University Press.

[79] Whiting, K., Konstantakos, L., Carrasco, A., Carmona, L. G. (2018). Sustainable development, wellbeing and material consumption: A stoic perspective. Sustainability, 10, 474.

[80] Wongchantra, P., & Nuangchalerm, P. (2011). Effects of environmental ethics infusion instruction on knowledge and ethics of undergraduate students. Research Journal of Environmental Sciences, 5(1), 73-77.

[81] Yacoubian, H. A. (2015). A framework for guiding future citizens to think critically about nature of science and socioscientific issues. Canadian Journal of Science, Mathematics and Technology Education, 15(3), 248-260.

[82] Yacoubian, H. A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Education, 40(3), 308-327.

Abstract

References

How to cite