Social Sciences & Humanities Open 9 (2024) 100765

Contents lists available at ScienceDirect

Social Sciences & Humanities Open

journal homepage: www.sciencedirect.com/journal/social-sciences-and-humanities-open

Review Article

Environmental socio-scientific issues as contexts in developing scientific

literacy in science education: A systematic literature review
Vishal Kumar a, *, Sanjiv Kumar Choudhary a, Rajni Singh b
a
Department of Humanities and Social Sciences, Birla Institute of Technology and Science, Pilani, India
b
Department of English, BK Birla Institute of Higher Education, Pilani, India

A R T I C L E I N F O A B S T R A C T

Keywords: This study aims to comprehend the use of Environmental Socio-scientific issues (ESSI) contexts in science edu­
Scientific literacy cation. This qualitative study has used systematic literature review techniques to answer the research questions.
Socioscientific issues The review comprised 61 studies. The research questions focused on the type of methodology used, nature of
Environmental issues
studies and participants, skills developed through ESSIs, issues taught as ESSI, geographical spread and impli­
Science education
cation mentioned for student learning, teacher preparation, and suggestions for curriculum. Findings claim that
qualitative methods are mainly used; argumentation and decision-making are the most targeted skills. Climate
change, followed by nuclear power, is the most reported ESSI. Further, the United States of America and Turkey
are the two leading countries where most of the research in this field has occurred, while South Asian countries
and the African continent lag. The influence of cultural values in understanding such issues by students, teaching
the integration of local socioscientific issues (SSIs) in lesson plans to pre-service and in-service teachers, and
evaluation of science textbook curriculum on the frameworks of scientific literacy are some of the unexplored
aspects in the domain.

1. Introduction Eggert & Bögeholz, 2009; Sadler & Zeidler, 2003). Engaging students in
contexts based on SSIs allows them to connect with broader societal and
Scientific literacy requires decision-making about SSIs (Sadler, global issues. This connection aids in their comprehension of concepts
2004). SSI instruction framework has evolved beyond the traditional and empowers them to make more informed decisions. (Driver, Newton,
Science, Technology, and Society (STS) framework. SSI education rep­ & Osborne, 2000; Sadler, 2004).
resents a more advanced pedagogical strategy that empowers students to SSIs encompass controversial social matters intertwined with sci­
consider science-related issues’ ethical and moral dimensions. SSI edu­ ence, lacking straightforward solutions and necessitate the consider­
cation delves into the moral principles and virtues inherent in scientific ation of multiple factors, such as moral, ethical, cultural, traditional,
decisions and how they relate to learners’ lives and the world around economic, political, and environmental, and necessitating scientific
them. This broader approach involves social interaction, discourse, and comprehension and societal agreement for resolution. Notable SSIs,
the construction of moral judgments, termed the ‘functional’ view of including climate change, genetic engineering, and renewable energy,
scientific literacy (Zeidler et al., 2005). The integration of SSI in science provoke critical thinking, ethical decision-making, and scientific literacy
classrooms enhances students’ interest in science (Ratcliffe & Grace, development (Sianes, Vega-Muñoz, Tirado-Valencia, & Ariza-Montes,
2003). SSIs establish an environment that fosters community engage­ 2022; Zeidler et al., 2019). Conversely, the Sustainable Development
ment within and beyond the school, which is crucial for nurturing Goals (SDGs), a set of 17 global objectives by the UN since 2015, target
responsible citizenship (Zeidler, 2014). Addressing SSIs aims to facili­ challenges like poverty, climate change, and justice, guiding nations
tate students’ decision-making skills, enhance their scientific literacy, toward a sustainable future by 2030. One-third of the SSIs are envi­
promote intellectual growth, foster moral development, and encourage ronmental issues, and SSI-based contexts can be a means to create
community engagement. These outcomes are applicable within local, educational opportunities for SDGs through environmental literacy
social, and global contexts (Chowdhury, Holbrook, & Rannikmäe, 2020; (Hernández-Ramos, Pernaa, Cáceres-Jensen, & Rodríguez-Becerra,

* Corresponding author.
E-mail address: [email protected] (V. Kumar).

https://doi.org/10.1016/j.ssaho.2023.100765
Received 22 May 2023; Received in revised form 17 November 2023; Accepted 23 November 2023
Available online 9 December 2023
2590-2911/© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

2021). The alignment between SSIs and SDGs resides in their shared current state of knowledge in a research area; hence it was utilized for
focus on interdisciplinary approaches to complex global issues. SSIs and this study. Content analysis was performed on the selected studies.
SDGs emphasize informed decision-making, critical thinking, and Content analysis is a systematic research approach used to categorize,
responsible citizenship for sustainability and societal betterment assess, and analyze recorded forms of communication in an unbiased
(Stouthart, Bayram, & van der Veen, 2023). Integrating scientific and structured manner (Lac, 2016). This method involves carefully
knowledge with societal values and norms defines both, aiming for examining written, spoken, or visual content to identify recurring
sustainable, equitable solutions (Saini, Sengupta, Singh, Singh, & Singh, themes, patterns, and meanings within the material. Content analysis
2023). Addressing environmental concerns is central to SDGs, evident in allows researchers to extract valuable insights and draw meaningful
goals like clean water access and climate action (SDG 6 and 13) (United conclusions from the data.
Nations, 2015). Environmental literacy, an extension of scientific liter­
acy, is pivotal in achieving SDGs, empowering individuals to understand 2.1. Methodological trajectory
and act on environmental issues (Heiskanen, 2006; Aleixo, Leal, Azei­
teiro, & Costas, 2021). Engaging with SSIs facilitates SDGs by fostering The study was conducted in several critical stages. Initially, a few
critical thinking and scientific literacy, while SDGs provide a framework articles discussing environmental SSI were thoroughly examined to
for addressing SSIs in education and policy. Through environmental identify potential aspects for a broader investigation. In the second
literacy, we can foster a society aware of the importance of sustainable stage, the researchers established the questions and criteria for article
development and equipped with the knowledge and skills necessary to analysis. In the third stage, relevant studies were compiled from various
make it a reality. As such, educational institutions and societies must databases. These studies were meticulously read during the fourth stage,
foster environmental literacy to ensure a sustainable future. It is crucial and relevant data were extracted and compiled. The final stage primarily
to embed SSIs in global classrooms to promote environmental literacy involved the analysis of the collected data.
and ensure a sustainable future.
Environmental literacy has four crucial pillars, ‘science content’ 2.2. Conceptual trajectory
(facts, concepts, principles, laws, theories), ‘scientific inquiry’ (obser­
vations, measuring, classification, experimentation, analysis, hypothe­ Studies that have used environmental SSI were analyzed. Different
sizing, communicating, etc.), ‘nature of science’ (thinking, reasoning, aspects on which these studies were analyzed are mentioned in the
method of science) and ‘Science, Technology, and Society’ issues flowchart (see Fig. 1). All these aspects were finalized after deliberations
(BouJaoude, 2002). Educating on environmental issues proves chal­ among the researchers, leading to a consensus being achieved.
lenging due to their multidisciplinary nature encompassing ethical, so­
cial, political, and economic dimensions. The multifaceted essence of 2.3. Research objectives and questions
environmental issues provides a chance to integrate them into class­
rooms guided by SSI instruction. Furthermore, environmental issues Initially, ten studies, one each from 2011 to 2021, were read care­
hold a universal appeal, given their significant impact on the global fully to understand which aspects apply to most of the studies that can
ecosystem. help us understand the current trends. After discussions, the researchers
PISA (Programme for International Student Assessment) scores, involved in this study finalized the below-mentioned questions with
which measure the academic proficiency of 15-year-olds’ scientific lit­ consensus.
eracy, indicate a noteworthy positive correlation with a country’s GDP
per capita (Fortus, Lin, Neumann, & Sadler, 2022). This correlation ● To understand the research trends in studies mentioning environ­
underscores the inherent link between education and economic devel­ mental SSI
opment. Consequently, exploring how ESSIs have been used as contexts R.Q.1 What is the yearly publication number?
to enhance scientific literacy in the global South and North becomes all R.Q.2 What is the geographical spread of these studies?
the more compelling. South Asia, in particular, warrants special atten­ R.Q.3 What is the nature of studies, participants, and data?
tion because the South Asian region is considered the most significant R.Q.4 Which environmental socio-scientific contexts have been
contributor to climate change. At the same time, it is the most vulnerable used?
(Agarwal et al., 2021). The rapidly growing population in this region R.Q.5 Which skills and learning aspects have been addressed with
places immense pressure on its finite natural resources, making envi­ students as participants?
ronmental education and its potential role in sustainable development a ● To understand the implications mentioned for environmental SSI
matter of paramount importance. education
The increasing importance of environmental awareness and literacy R.Q.1 Which implications are mentioned for student learning?
for citizens necessitates comprehending how these objectives are R.Q.2 Which implications are mentioned for teacher preparation?
incorporated into educational interventions. To assess how the forth­ R.Q.3 Which implications are mentioned for the curriculum?
coming generation is being prepared with the necessary tools to manage
life influenced by environmental issues, we undertook a systematic 2.4. Strategies implemented for finding articles
literature review (SLR). The SLR aimed to recognize trends in research
methodology, participant demographics, geographic regions, selected Research articles from two platforms (SCOPUS and Web of Science)
SSIs, targeted skills and knowledge, teacher participation, and curricu­ were included in this study. As this study looked into studies from 2011
lum recommendations. to 2021, the search criteria were set on both platforms accordingly.
Below is the table with information for the identification of articles (see
2. Methodology Table 1).

This qualitative study used the systematic literature review (SLR) 2.5. Inclusion and exclusion criteria
technique to answer the research questions. The studies that used
environmental SSI as context or discussed such issues for environmental This study aimed to examine the reporting of environmental SSIs
literacy were considered. The systematic literature review is a way of specifically. Therefore, we only included studies that investigated these
studying the existing literature to bring out topic-specific information. issues, excluding those that did not fit this criterion. We found some
This review was conducted through PRISMA guidelines (Page et al., studies on both platforms, so we removed these duplicates. We also
2021). These guidelines provide precise directions to bring out the excluded a few studies due to language barriers and irrelevance to our

2
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Fig. 1. Schema of conceptual framework.

research focus. The studies reported only in the English language were
Table 1
analyzed (see Fig. 2).
Summary of article finding process.
Platform Keywords Period Total
Articles
2.6. Data extraction and analysis
SCOPUS ‘Socioscientific Issues’ ‘Environmental 2011–2021 43
literacy’ ‘Environmental issues’
After identifying the relevant studies, every study was carefully read,
Web Of ‘Socioscientific Issues’ 2011–2021 71
Science ‘Environmental literacy’ and data were documented in Google Sheets. Data relating to the
‘Environmental issues’ questions of the first objective was analyzed in Google Sheets, and data
related to the questions of the second objective was identified from
every study and documented on a separate sheet. The data were then
carefully analyzed, and essential implications in relevant studies were
recorded in tables. Based on the nature of the implications mentioned in
the studies, these were categorized after discussions among researchers.

Fig. 2. Process of stages in selecting studies.

3
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

3. Findings and data analysis Table 2

Region-wise analysis of the number of studies.
3.1. What is the yearly publication number? North America 19

Asia 18
Over the past decade (2011–2021), there is clear evidence of sus­ Europe 17
tained interest in using ESSI contexts in science education. Starting from Australia/New Zealand 5
a low base of three studies in 2011, there has generally been an upward South America 2
trend in research activity in this field, peaking with ten studies in 2017. Africa 0

The exceptionally high output in 2017 suggests a notable surge in in­

terest. Despite some year-to-year variability – with studies dropping to a conducted with middle school students. Skills that relate to student
low of two in 2014, then holding steady at four in 2015 and 2016 – learning and are essential for environmental literacy were studied with
research activity remained robust from 2018 to 2021, fluctuating be­ students. Followed by that, several studies (30.4%) have also been
tween six and nine studies yearly (see Fig. 3). This ongoing commitment conducted with pre-service teachers as participants. The least number of
to explore environmental SSI in science education underlines the studies (12.5%) have been conducted with teachers.
recognition of its importance.

3.4. Which environmental socio-scientific contexts have been used?

3.2. What is the geographical spread of these studies?
Climate change, with 16 studies, is the most commonly used context
In studies involving participants (students, pre-service teachers, and in these studies (see Fig. 8). This is not surprising given the global sig­
teachers), their location has been tagged according to where the nificance and urgency of climate change. Other frequently used issues
research occurred). In contrast, in others, the location was considered are nuclear power (4 studies) and global warming (3 studies), also major
based on the author’s place of work. The data reveals that most studies global environmental concerns. Global warming primarily focuses on
using ESSIs are predominantly clustered within the regions of the Global the increase in surface temperatures. In contrast, climate change en­
North (see Table 2). With 19 studies, North America constitutes the compasses the secondary consequences and broader repercussions of
leading contributor, most heavily represented by the United States (18 this warming, extending to weather patterns, ecosystems, and natural
studies). Europe, contributing 17 studies, further bolsters this trend, resources (Kennedy & Lindsey, 2015). Many studies (8) used local
with Sweden (6), Germany (3), and France (4) as notable contributors. socioscientific issues as contexts, and some have used both local and
Asia, aligning more closely with the Global South, has also posted a global issues (4). For studies that reported both, the SSIs that affect the
significant number of studies (18), majorly driven by contributions from local region have been put into local SSI category (such as the return of
Turkey (9) and, to a lesser extent, from Taiwan, the Republic of Korea, wolves in North Carolina, a green algae outbreak linked to the release of
China, and Indonesia. The Southern Hemisphere’s presence is otherwise fertilizers along the coast of Brittany, the construction of a desalination
limited, with Australia’s four studies and Brazil’s two studies being the plant near Melbourne to produce freshwater, etc.). Issues that have
prominent representatives. Notably, the lack of representation from implications on a global scale (such as Meat consumption patterns across
Africa (0) and the minimal contribution from South America (2) high­ the globe, climate change, etc.) have been put in the global category. A
light this disparity (Fig. 4). few studies have mentioned using environmental SSI as context but have
not explained the issue in detail. Since the issues have not been
3.3. What is the nature of the studies, participants, and data? mentioned clearly, these studies have been put in the ‘Not mentioned
clearly’ (12) category to avoid confusion.
Most of the studies identified as appropriate for this study are
empirical. Theoretical studies are commentaries about the curriculum or 3.5. Which skills and learning aspects have been addressed with students
current trends in environmental education. In empirical studies, most of as participants?
the studies have employed qualitative methods (see Fig. 5 and Fig. 6).
The analysis shows that more than half (57.1%) of the empirical Among the studies that involved students as participants (32 in
studies have students as participants (see Fig. 7). The nature of students total), the majority focused on school students (30 studies), while only
varied from primary to undergraduate level. Most studies were two studies specifically targeted undergraduate students. A total of 3

Fig. 3. Year-wise publication frequency of different environmental SSIs.

4
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Fig. 4. Geographical spread of the studies.

‘Actions for sustainability’ encompass a wider range of efforts, including

policy changes and systemic shifts, to create a more sustainable society
in the long term. These skills empower students to make informed
choices, take action, adopt sustainable behaviors, and actively
contribute to addressing ESSIs. On the other hand, 12 non-action-
oriented skills (Such as Argumentation, Perspective Taking, Emotional
reasoning, Perception, and Socioscientific reasoning) focus on cognitive
and reasoning abilities (see Fig. 9). The analysis indicates that ‘decision-
making’ and ‘argumentation’ are the most explored aspects of learning
in these studies. A few studies explored more than one skill. In these
instances, researchers engaged in discussions to determine which skill
should be reported, considering the highest-order skills among the
provided set, and ultimately arrived at a consensus.
In Global North countries, the focus is on both action-oriented and
non-action-oriented skills. However, in the Global South, there is more
focus on non-action-oriented skills.
Fig. 5. Types of studies.
3.6. Implications for student learning

Table 3 summarises the important implications mentioned in studies

with students as participants. These implications can be categorized into
four main themes.
Teaching Methods.

● Implement a six-step instructional model for a structured approach

to learning environmental socioscientific issues (Rundgren, Eriksson,
& Rundgren, 2016).
● Develop skills such as perspective-taking and role-playing to help
students understand issues from different viewpoints (Vesterinen
et al., 2016; Sternäng & Lundholm, 2011; López-Fernández,
González-García, & Franco-Mariscal, 2021).
● Encourage students to reflect on their values and personal stances to
foster critical thinking and personal engagement (Rudsberg and
Öhman, 2015).
● Enhance critical thinking skills by providing opportunities for stu­
Fig. 6. Nature of data in Empirical studies. dents to critically analyze information, evaluate arguments, and
form evidence-based opinions (Emery, Harlow, Whitmer, & Gaines,
action-oriented skills were explored, including decision-making (9), pro- 2017).
environmental behavior (1), and action for sustainability (1). ‘Pro- ● Integrate skills such as ‘decision-making’ and ‘argumentation’ into
environmental behavior’ focuses on individual actions. In contrast, teaching to empower students to make informed judgments and

5
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Fig. 7. Percentage of studies according to the nature of participants.

Fig. 8. Frequency of SSI reported.

Fig. 9. Skills addressed with students as participants.

engage in persuasive communication (Gresch, Hasselhorn, & Teaching Content.

Bögeholz, 2017).
● Consider different contexts and concerns related to environmental ● Include place-based socio-scientific contexts to connect environ­
problems for a comprehensive understanding of socioscientific issues mental issues to specific local or regional contexts, making learning
(Sauer, Capps, Jackson, & Capps, 2021). more relevant to students (Herman, Zeidler, & Newton, 2020 &
2021).

6
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Table 3 Table 4
Implications for student learning. Implication for teacher preparation.
Study Implications mentioned Study Implications mentioned

Sternäng and Lundholm Teachers should help students understand and Hestness et al. (2011) Pre-service teachers need to be familiarized with SSI by
(2011) differentiate between different perspectives on a teacher educators using modules or content knowledge
socio-scientific issue. about SSIs that needs to be integrated into the courses.
Rudsberg and Öhman (2015) Suggests giving students opportunities to relate Tuncay et al. (2012) Apart from environmental knowledge, students’ moral
their knowledge to their values and reflect on their reasoning should be considered while delivering
stand. environmental education courses.
Belova et al., 2015 Suggestion to integrate role-playing activities in Morin et al. (2014) Suggest including cross-cultural exchanges in teaching
science education classrooms. practices and propose an S3R model to analyze
Vesterinen, Tolppanen, and Students should be given opportunities to encounter reasoning.
Aksela (2016) multiple perspectives regarding SSIs. Kapici and İlhan (2016) Courses on understanding argumentation and its
Dawson and Carson (2016) Toulmin’s model can be used to assess students’ integration into the teaching-learning process must be
argumentation skills. introduced in teacher education.
Rundgren et al. (2016) Six-step instructional model has been suggested for Balgopal et al. (2017) Encourage students to use their knowledge of personal
teaching SSIs. experiences and value the multiple ways of knowing
Emery et al. (2017) Students need to be taught critical thinking, how to they already possess.
evaluate evidence, and question what information Ozturk and Suggest techniques to improve pre-service teachers’
they get from the media. Yilmaz-Tuzun (2017) epistemological beliefs during teacher education
Gresch et al. (2017) Decision-making and argumentation should be courses.
integral to education. Karahan and Roehrig Co-teaching SSI by multiple teachers provides a richer
Tsai et al. (2019) Board games can provide an excellent opportunity (2018) learning experience.
to develop interpersonal skills and scientific literacy Christenson et al. (2017) Suggest including skills to teach and assess
among students. argumentation skills in teacher education courses.
Herman et al. (2020) Place-based SSIs promote understanding of the Ozturk (2018) Human rights connections must be established with SSIs
nature of science among students. in the environmental education course.
Capkinoglu et al. (2020) Use of newspaper articles is recommended at Namdar (2018) Suggests including complex SSI in environmental
different educational levels for teaching SSI. education courses and preparing pre-service teachers to
Sauer et al. (2021) Suggestion to make students encounter concerns teach these issues through an inquiry-based approach.
from different contexts. Cavalcanti Neto et al. Suggest that dialogic practices (such as questioning
Herman, Newton, and Zeidler Suggestion to include place-based SSI. (2018) students) improve classroom discussion.
(2021) Owens et al. (2019) Suggest including contextual SSI in professional
López-Fernández et al. (2021) Integration of role-playing activities tends to development training.
enhance the motivation and interest of students. Liu and Roehrig (2019) Suggest improving teachers’ reasoning and
argumentation skills about environmental issues.
Büssing et al. (2020) Integration of relevant SSI in teacher development
Teaching Materials. courses.
Newton and Zeidler Suggest including perspective-taking skills in designing
(2020) courses.
● Use board games to provide interactive and experiential learning Cebrián-Robles et al., Suggest using video material to engage pre-service
experiences (Tsai, Cheng, Liu, & Chang, 2019). 2021 teachers with SSIs
● Incorporate newspaper reports as teaching materials to provide real-
life examples and case studies that explore the complexities and
implications of environmental socioscientific issues (Capkinoglu, ● Consider students’ moral reasoning in discussions (Tuncay, Yıl­
Yilmaz, & Leblebicioglu, 2020). maz-Tüzün, & Teksoz, 2012).
● Incorporate students’ personal experiences for meaningful connec­
Assessment. tions (Balgopal, Wallace, & Dahlberg, 2017).
● Encourage cross-cultural exchanges for broader perspectives (Morin,
● Use Toulmin’s model of argumentation as an assessment approach Simonneaux, Simonneaux, Tyler, & Barazza, 2014).
for evaluating students’ understanding and ability to construct
reasoned arguments related to environmental socioscientific issues Curricular Implications.
(Dawson and Carson, 2016).
● Include local, complex socioscientific issues in environmental edu­
3.7. Implications for teacher preparation cation courses and teacher development programs (Namdar, 2018;
Büssing, Dupont, & Menzel, 2020; Owens, Herman, Oertli, Lannin, &
Table 4 summarises the implications mentioned in studies involving Sadler, 2019).
pre-service and in-service teachers to better prepare them for teaching ● Connect socioscientific issues with human rights and perspective-
ESSIs. These implications can be categorized into four themes. taking (Ozturk, 2018; Newton & Zeidler, 2020).
Skills to be Developed.
Teaching Learning Materials.
● Teachers need training in argumentation and its assessment (Kapici
and İlhan, 2016; Liu & Roehrig, 2019; Christenson, Gericke, & ● Use modules and instructional materials for structured guidance
Rundgren, 2017). (Hestness, Randy McGinnis, Riedinger, & Marbach-Ad, 2011).
● Use dialogic practices for meaningful discussions (Cavalcanti Neto ● Use video materials like documentaries for real-life examples
et al., 2018). (Cebrián-Robles et al., 2021).
● Improve pre-service teachers’ epistemological beliefs about envi­
ronmental socioscientific issues (Ozturk and Yilmaz-Tuzun, 2017).
3.8. Implications for curriculum
Preparing Teachers for Classroom Instruction.
Table 5 summarises the implications mentioned for curriculum in
these studies. Analysis suggests that careful attention should be given to
the content of teaching materials. The design of these materials should

7
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Table 5 alternate sustainable practices. Hence, students need to be engaged in

Implications for curriculum. discussions about the beliefs and practices of their communities. Inte­
Study Implications mentioned gration of local SSIs is needed to allow students to reflect on their values
and practices and change them if needed.
Khishfe (2014) Suggestion to teach the four pillars of scientific literacy
(content, inquiry, nature of science, and STS) in an integrated ‘Argumentation’ and ‘Decision-making’ have been explored more
manner in environmental education courses. than other skills. Fang, Hsu, and Lin (2019) pointed out that little work
Birdsall and France Analysis tool for developing an environment education has been done to understand the effect of personal values on
(2018) program. decision-making about SSI. For example, as mentioned above (Fig. 8),
eight studies have used local SSIs as contexts; here, the possibility is that
encompass all aspects of scientific literacy and be seamlessly integrated the families or the communities of students could be a stakeholder in
into the curriculum (Khishfe, 2014). Birdsall and France (2018) propose these issues. Rudsberg and Öhman (2015) have pointed toward the need
using an analysis tool to evaluate the quality of existing or developing to make students question their personal opinions, but how it can be
environmental education programs. done in the classroom is still unexplored. Cultural values and personal
opinions play an important role in decision-making. Hence, students’
4. Discussion and conclusions decision-making should be studied about issues in which their com­
munities are stakeholders. This can help us understand how cultural
There has been a gradual increase in the number of studies in the past values could conflict with scientific knowledge, which, in this case, is
decade, which can be attributed to a possible increase in the number of given to children through formal school education. The role of ‘values’
researchers interested in ESSIs. An increase in the research indicates that in understanding such issues is unexplored. Students should also be
educational researchers are paying attention to the threats of climate encouraged to strive for sociopolitical action in their capacity (Derek,
change and making efforts to increase awareness about environmental 2003). Hence, skills targeting ‘actions’ could be further explored. The
issues through education. focus of ESSI studies varies between the Global North and the Global
The geographical spread indicates that the South Asian countries and South. The Global South emphasizes non-action-oriented skills, while
the African continent lagged far behind in the number of studies. As the Global North balances between action-oriented and
researchers from South Asia, we were disappointed to discover the non-action-oriented. This indicates variations in approaches and prior­
absence of studies from our region. Despite analyzing 18 studies from ities for addressing environmental issues. Future research should
various parts of Asia, the lack of representation from South Asia is explore the reasons behind these differences to develop more effective
concerning. Possible reasons could be the lack of researchers working on strategies and interventions worldwide.
these issues, using other terms in place of SSIs and ESSIs, or the research These implications highlight specific strategies and approaches that
has not been published according to the criteria used for this study to can be utilized to enhance students’ learning experiences regarding
select studies. ESSIs. By carefully considering and implementing these recommenda­
Upon analyzing the nature, methodologies, and populations, several tions, educators can promote critical thinking, perspective-taking,
trends emerge. Predominantly, empirical methods inform these studies, argumentation, and decision-making skills while fostering a deeper
emphasizing evidence-based insights derived from direct observation or understanding and engagement with environmental challenges. Addi­
experience, underscoring a research focus on understanding the tionally, utilizing place-based contexts, interactive teaching materials,
contextual, non-quantifiable aspects of integrating ESSIs. Students and appropriate assessment methods can contribute to more effective
participated in more than half (57.1%) of these studies. This highlights and meaningful learning experiences.
the trend toward examining direct learning outcomes and the develop­ Implications mentioned in these studies indicate that the current
ment of environmental literacy among learners. Pre-service teachers science teacher education curriculum needs major changes. Integration
represent 30.4% of the study population. Interestingly, only a minor of SSI in the curriculum, methods for teaching argumentation, and
share (12.5%) of the studies involved in-service teachers as participants. improvement in the reasoning abilities of future teachers are some of the
Teachers, being the principal facilitators in classrooms, naturally carry most important aspects mentioned (Leung, 2021). Future teachers’
significant influence over curricular implementation and student knowledge and practices can impact the coming generation’s attitude
engagement (Bukor, 2014). The comparatively smaller representation of toward the environment and play an important role in producing envi­
this group might signal a potential research gap and could point toward ronmentally literate students (Aznar-Díaz, Hinojo-Lucena,
the need for further work centered around practicing teachers. Cáceres-Reche, Trujillo-Torres, & Romero-Rodríguez, 2019). However,
‘Climate change’ and ‘Nuclear Power’ are the most used contexts in in these studies, significant emphasis has been placed on the knowledge
these studies. Some other issues, for example, agricultural activities and about teaching SSI, skills related to these issues, and assessment. Few
other land use contribute 24% to the total greenhouse emissions other aspects have not been explored, such as preparing teachers to
throughout the world (Smith et al., 2014); specifically, agriculture teach issues that conflict with students’ cultural beliefs (Miller et al.,
contributes 14% to the total GreenHouse Gases (GHG) emissions and is 2023). Teachers should possess the skills and strategies to navigate
considered to be one of the significant contributors (Woodward et al., sensitive topics and engage students in respectful and inclusive discus­
2014), could be explored. Especially in the South Asian region, where sions (Shay & Pohan, 2021). Additionally, designing lesson plans that
60% of the population is employed in agriculture (FAO, 2013). Learners integrate local socioscientific issues with the existing curriculum is
need to understand these issues from a socioscientific perspective as they another area that requires attention. Teachers can enhance students’
must look for sustainable solutions to these problems. In a survey by understanding and engagement with the issues by connecting classroom
UNICEF, 16% of the participants from this region were interested in content with real-world environmental challenges specific to the local
learning about local actions and all the aspects of climate change (Rello, context (Kong, 2021). By addressing the identified gaps and incorpo­
Kagawa, CappelleLee, & Clark, 2020). Hence, local SSIs should be rating the suggested implications, teacher education programs can bet­
included more in classroom instruction. One of the important objectives ter equip future teachers to effectively teach environmental
of science education should be to engage children in the questions of socioscientific issues, promote critical thinking, and empower students
sustainable solutions to local environmental problems. Especially about to become environmentally conscious and active citizens.
local environmental issues, communities find it difficult to change their School science textbooks should be assessed, ensuring that the con­
practices as it contradicts their day-to-day life. Because of ethical and tent aligns with scientific literacy frameworks and is adequate and
moral dilemmas, it becomes difficult for the communities to adopt appropriate for fostering scientific literacy among students. Further­
more, it is suggested that a separate analysis be conducted for chapters

8
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

specifically focused on SSIs and ESSIs. This comprehensive evaluation Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020). Socioscientific issues
within science education and their role in promoting the desired citizenry. Science
process will help ensure that the teaching materials effectively support
Education International, 31(2), 203–208.
the development of scientific literacy and provide students with the Christenson, N., Gericke, N., & Rundgren, S. N. C. (2017). Science and language teachers’
necessary knowledge and skills to engage with environmental assessment of upper secondary students’ socioscientific argumentation. International
challenges. Journal of Science and Mathematics Education, 15, 1403–1422. https://doi.org/
10.1007/s10763-016-9746-6
Dawson, V., & Carson, K. (2016). Using climate change scenarios to assess high school
5. Limitations and future scope students’ argumentation skills. Research in Science & Technological Education, 35(1),
1–16. https://doi.org/10.1080/02635143.2016.1174932
Derek, H. (2003). Time for action: Science education for an alternative future.
The study has only used studies conducted between the period of International Journal of Science Education, 25(6), 645–670. https://doi.org/10.1080/
2011–2021. A detailed analysis of this century’s studies can be instru­ 09500690305021
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific
mental in understanding the research trajectory in this domain. More
argumentation in classrooms. Science Education, 84, 287–312.
keywords or terms used interchangeably with SSI, studies done with all Eggert, S., & Bögeholz, S. (2009). Students’ use of decision-making strategies with regard
kinds of SSIs (including environmental), and languages other than En­ to socioscientific issues: An application of the Rasch partial credit model. Science
glish can be analyzed further. It would provide a comprehensive un­ Education. https://doi.org/10.1002/SCE.20358. n/a–n/a.
Emery, K., Harlow, D. B., Whitmer, A., & Gaines, S. D. (2017). Compelling evidence: An
derstanding of the use of SSI in science education. Detailed studies on influence on middle school students’ accounts that may impact decision-making
only the implications mentioned in the studies can be done. For this about socioscientific issues. Environmental Education Research, 23, 1115–1129.
study, publications were retrieved from only two platforms. However, Fang, S. C., Hsu, Y. S., & Lin, S. S. (2019). Conceptualizing socioscientific decision
making from a review of research in science education. International Journal of
more platforms can be used to retrieve data. Science and Mathematics Education, 17, 427–448. https://doi.org/10.1007/s10763-
018-9890-2
CRediT authorship contribution statement FAO. (2013). Synthesis of guiding principles on agriculture programming for nutrition. www.
fao.org/docrep/017/aq194e/aq194e00.htm.
Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science
Vishal Kumar: Conceptualization, Data curation, Formal analysis, literacy for all. International Journal of Science Education, 44, 535–555.
Investigation, Writing – original draft, Writing – review & editing. Gresch, H., Hasselhorn, M., & Bögeholz, S. (2017). Enhancing decision-making in STSE
education by inducing reflection and self-regulated learning. Research in Science
Sanjiv Kumar Choudhary: Supervision. Rajni Singh: Methodology, Education, 47, 95–118. https://doi.org/10.1007/s11165-015-9491-9
Writing – review & editing. Heiskanen, E. (2006). Encounters between ordinary people and environmental science - a
transdisciplinary perspective on environmental literacy.
Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place-based socioscientific
Declaration of competing interest issues instruction on students’ contextualization of socioscientific orientations. Science
Education.
Herman, B. C., Zeidler, D. L., & Newton, M. (2020). Students’ emotive reasoning through
The authors declare that they have no known competing financial place-based environmental socioscientific issues. Research in Science Education, 50,
interests or personal relationships that could have appeared to influence 2081–2109. https://doi.org/10.1007/s11165-018-9764-1
Hernández-Ramos, J., Pernaa, J., Cáceres-Jensen, L., & Rodríguez-Becerra, J. (2021). The
the work reported in this paper.
effects of using socio-scientific issues and technology in problem-based learning: A
systematic review. Education in Science, 11, 640, 2021.
References Hestness, E., Randy McGinnis, J., Riedinger, K., & Marbach-Ad, G. (2011). A study of
teacher candidates’ experiences investigating global climate change within an
elementary science methods course. Journal of Science Teacher Education, 22,
Agarwal, R., Balasundharam, V., Blagrave, P., Cerutti, M. E. M., Gudmundsson, R., &
351–369.
Mousa, R. (2021). Climate change in South Asia: Further need for mitigation and
Kapici, H. O., & İlhan, G. O. (2016). PRE-SERVICE teachers’ attitudes toward SOCIO-
adaptation. International Monetary Fund.
scientific issues and their views about nuclear power plants. Journal of Baltic Science
Aleixo, A. M., Leal, S., Azeiteiro, U., & Costas, R. (2021). Unveiling the research
Education, 15.
landscape of sustainable development goals and their inclusion in higher education
Karahan, E., & Roehrig, G. (2018). Case studies of science teachers designing
institutions and research centers: Major trends in 2000–2017. Frontiers in
socioscientific issues-based instruction. Hacettepe University Journal of Education, 34
Sustainability, 2, Article 620743. https://doi.org/10.3389/frsus.2021.620743
(1), 71–89. https://doi.org/10.16986/huje.2018044772
Aznar-Díaz, I., Hinojo-Lucena, J., Cáceres-Reche, P., Trujillo-Torres, M., & Romero-
Kennedy, C., & Lindsey, R. (2015). What’s the difference between global warming and
Rodríguez, M. (2019). Environmental attitudes in trainee teachers in primary
climate change? What’s the difference between global warming and climate change?. June
education. The future of biodiversity preservation and environmental pollution.
17. NOAA Climate.gov.
International Journal of Environmental Research and Public Health, 16(3). https://doi.
Khishfe, R. (2014). A reconstructed vision of environmental science literacy: The case of
org/10.3390/ijerph16030362
Qatar. International Journal of Science Education, 36(18), 3067–3100. https://doi.
Balgopal, M. M., Wallace, A., & Dahlberg, S. (2017). Writing from different cultural
org/10.1080/09500693.2014.951980
contexts: How college students frame an environmental SSI through written
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom
arguments. Journal of Research in Science Teaching, 54, 195–218.
engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/
Belova, N., Eilks, I., & Feierabend, T. (2015). The evaluation of role-playing in the
fpsyg.2021.771272
context of teaching climate change. International Journal of Science and Mathematics
Lac, A. (2016). Content analysis. In R. J. R. Levesque (Ed.), Encyclopedia of adolesence
Education, 13(Suppl 1), 165–190. https://doi.org/10.1007/s10763-013-9477-x
(2nd ed., pp. 1–5). Switzerland: Springer International.
Birdsall, S., & France, B. (2018). Lifting the cover: Developing an analytical tool to
Leung, J. S. (2021). Shifting the teaching beliefs of preservice science teachers about
unravel environmental education resources. Environmental Education Research, 24
socioscientific issues in a teacher education course. International Journal of Science
(11), 1546–1564. https://doi.org/10.1080/13504622.2017.1393046
and Mathematics Education, 20, 659–682.
BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case
Liu, S., & Roehrig, G. (2019). Exploring science teachers’ argumentation and personal
of Lebanon. International Journal of Science Education, 24(2), 139–156.
epistemology about global climate change. Research in Science Education, 49,
Bukor, E. (2014). Exploring teacher identity from a holistic perspective: Reconstructing
173–189.
and reconnecting personal and professional selves. Teachers and Teaching, 21(3),
López-Fernández, M. D., González-García, F., & Franco-Mariscal, A. (2021). Should we
305–327. https://doi.org/10.1080/13540602.2014.953818
ban single-use plastics? A role-playing game to argue and make decisions in a grade-
Büssing, A. G., Dupont, J., & Menzel, S. (2020). Topic specificity and antecedents for
8 school chemistry class. Journal of Chemical Education.
preservice biology teachers’ anticipated enjoyment for teaching about socioscientific
Miller, R., Gerzel-Short, L., Kelly, J., Uphold, N., Hsiao, Y., Hovey, K., et al. (2023).
issues: Investigating universal values and psychological distance. Frontiers in
Preparing culturally responsive teachers: A systematic review. Multicultural Learning
Psychology, 11.
and Teaching. https://doi.org/10.1515/mlt-2023-0004
Capkinoglu, E., Yilmaz, S., & Leblebicioglu, G. (2020). Quality of argumentation by
Morin, O., Simonneaux, L., Simonneaux, J., Tyler, R., & Barazza, L. (2014). Developing
seventh-graders in local socioscientific issues. Journal of Research in Science Teaching,
and using an S3R model to analyze reasoning in web-based cross-national exchanges
57, 827–855.
on sustainability. Science Education, 98, 517–542. https://doi.org/10.1002/
Cavalcanti Neto, A. L. G., do Amaral, E. M. R., & Mortimer, E. F. (2018). Analyzing
sce.21113
discursive interactions in science classrooms to characterize teaching strategies
Namdar, B. (2018). Teaching global climate change to pre-service middle school teachers
adopted by teachers in lessons on environmental themes. In K. S. Tang, &
through inquiry activities. Research in Science & Technological Education, 36,
K. Danielsson (Eds.), Global developments in literacy research for science education.
440–462.
Cham: Springer. https://doi.org/10.1007/978-3-319-69197-8_1.
Newton, M. H., & Zeidler, D. L. (2020). Developing socioscientific perspective taking.
Cebrián-Robles, D., España-Ramos, E., & Reis, P. (2021). Introducing preservice primary
International Journal of Science Education, 42(8), 1302–1319. https://doi.org/
teachers to socioscientific activism through the analysis and discussion of videos.
10.1080/09500693.2020.1756515
International Journal of Science Education, 43, 2457–2478.

9
V. Kumar et al. Social Sciences & Humanities Open 9 (2024) 100765

Owens, D. C., Herman, B. C., Oertli, R. T., Lannin, A. A., & Sadler, T. D. (2019). Shay, J. E., & Pohan, C. (2021). Resilient instructional strategies: Helping students cope
Secondary science and mathematics teachers’ environmental issues engagement and thrive in crisis. Journal of Microbiology & Biology Education, 22(1). https://doi.
through socioscientific reasoning. Eurasia Journal of Mathematics, Science and org/10.1128/jmbe.v22i1.2405
Technology Education, 15(6), Article em1693. https://doi.org/10.29333/ejmste/ Sianes, A., Vega-Muñoz, A., Tirado-Valencia, P., & Ariza-Montes, A. (2022). Impact of the
103561 Sustainable Development Goals on the academic research agenda. A scientometric
Ozturk, A. (2018). Human rights education with socioscientific issues through the analysis. PLoS One, 17(3). https://doi.org/10.1371/journal.pone.0265409
environmental education courses. European Journal of Educational Research, 18, Smith, P., Bustamante, M., Ahammad, H., Clark, H., Dong, H., Elsiddig, E. A., et al.
1–30. https://doi.org/10.14689/ejer.2018.77.3 (2014). Agriculture, forestry and other land use (AFOLU). In Climate change 2014:
Ozturk, N., & Yilmaz-Tuzun. (2017). O. Preservice science teachers’ epistemological Mitigation of climate change. Contribution of working group III to the fifth assessment
beliefs and informal reasoning regarding socioscientific issues. Research in Science report of the intergovernmental panel on climate change (pp. 811–922). Cambridge
Education, 47, 1275–1304. https://doi.org/10.1007/s11165-016-9548-4 University Press.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Sternäng, L., & Lundholm, C. (2011). Climate change and morality: Students’
et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting perspectives on the individual and society. International Journal of Science Education,
systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 33, 1131–1148.
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship. Teaching socio-scientific Stouthart, T., Bayram, D., & van der Veen, J. (2023). Capturing pedagogical design
issues. Maidenhead: Open University. capacity of STEM teacher candidates: Education for sustainable development
Rello, L., Kagawa, F., Cappelle, Lee, J., & Clark, E. (2020). RISING to the challenge youth’ through socioscientific issues. Sustainability.
perspectives on climate change and education in South Asia’, UNICEF, kathmandu Tsai, J., Cheng, P., Liu, S., & Chang, C. (2019). Using board games to teach socioscientific
(Nepal) (p. 12). November 2020. issues on biological conservation and economic development in taiwan. Journal of
Rudsberg, K., & Öhman, J. (2015). The role of knowledge in participatory and pluralistic Baltic Science Education.
approaches to ESE. Environmental Education Research, 21, 955–974. Tuncay, B., Yılmaz-Tüzün, Ö., & Teksoz, G. (2012). Moral reasoning patterns and
Rundgren, C. J., Eriksson, M., & Rundgren, S. N. C. (2016). Investigating the influential factors in the context of environmental problems. Environmental Education
intertwinement of knowledge, value, and experience of upper secondary students’ Research, 18, 485–505.
argumentation concerning socioscientific issues. Science & Education, 25(9–10), United Nations. (2015). Sustainable development goals. https://www.un.org/sustainable
1049–1071. https://doi.org/10.1007/s11191-016-9859-Sadler,T.D development/sustainable-development-goals/.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review Vesterinen, V. M., Tolppanen, S., & Aksela, M. (2016). Toward citizenship science
of the research. Journal of Research in Science Teaching, 41, 513–536. education: What students do to make the world a better place? International Journal
Sadler, T. D. (2004). Moral and ethical dimensions of socioscientific decision-making as of Science Education, 38(1), 30–50.
integral components of scientific literacy. Science Educator, 13(1), 39–48. Woodward, A., Smith, K. R., Campbell-Lendrum, D., Chadee, D. D., Honda, Y., Liu, Q.,
Sadler, T. D., & Zeidler, D. L. (2003). The Morality of Socioscientific Issues: Construal and et al. (2014). Climate change and health: On the latest IPCC report. Lancet (London,
Resolution of Genetic Engineering Dilemmas (pp. 4–27). Wiley Interscience. England), 383(9924), 1185–1189. https://doi.org/10.1016/S0140-6736(14)60576-6
Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2023). Sustainable development Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research, and
goal for quality education (SDG 4): A study on SDG 4 to extract the pattern of practice.
association among the indicators of SDG 4 employing a genetic algorithm. Education Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific
and Information Technologies, 28(2), 2031–2069. https://doi.org/10.1007/s10639- issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1),
022-11265-4 1–9. https://doi.org/10.1186/s43031-019-0008-7
Sauer, K. A., Capps, D. K., Jackson, D. F., & Capps, K. A. (2021). Six minutes to promote Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A
change: People, not facts, alter students’ perceptions on climate change. Ecology and research-based framework for socioscientific issues education. Science Education, 89
Evolution, 11(11), 5790–5802. https://doi.org/10.1002/ece3.7553 (3), 357–377.

10