Despite the lack of consensus on its meaning, the science education community agrees that scientific literacy involves developing a firm understanding of a range of scientific concepts and processes,

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Rethinking Science Education for Innovation: Challenges, Opportunities, and Future Directions (2026) · doi

  Esenowo, Aniebiet Jackson¹, Iwejor, Chimaroke Orguchialu², Okechukwu, Promise Ibuchim³, Tortor Blessing4 1,2,3,4Department of Science Education, Faculty of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Rivers State, Nigeria ARTICLE DETAILS Published On: 23 April 2026 ABSTRACT Science education stands at a critical juncture in the twenty-first century. As societies grapple with pressing challenges—climate change, public health crises, artificial intelligence transformation, and energy security—the capacity to produce scientifically literate citizens and innovative researchers has never been more urgent. Yet science education remains largely anchored to twentieth-century paradigms: content-heavy curricula, high-stakes assessments that reward recall over understanding, and pedagogies that position students as passive recipients rather than active inquirers. This conceptual paper argues that fundamental rethinking is required to align science education with the demands of innovation economies and democratic participation in technological societies. It critically examines three interrelated challenges: the persistence of what Michael Von Maltitz terms "broken proxies" in assessment, the equity gaps that pervade access to authentic scientific practice, and the disruptive potential—and peril—of artificial intelligence in science learning. The paper then explores emerging opportunities: the mainstreaming of active learning pedagogies, the integration of data science and computational thinking, the promise of phenomena-based and project-based instruction, and the potential for AI-augmented personalized learning when guided by robust pedagogical frameworks. Finally, it proposes future directions organized around four pillars: reimagining assessment systems, investing in teacher capacity and professional formation, embedding authentic research and innovation in curricula, and constructing ethical governance frameworks for AI in education. The paper concludes that the transformation of science education requires not piecemeal innovation but systemic reconceptualization—one that places inquiry, equity, and human flourishing at its centre. KEYWORDS: Artificial Intelligence, Assessment, Educational Equity, Science Education, Stem Education, Teacher Professional Development. Available on: https://ijiissh.com/ INTRODUCTION Education is universally acknowledged as the foundation upon which societies build economic prosperity, social stability, and technological advancement. Beyond formal schooling, education serves as a dynamic process that nurtures human potential and equips individuals with the knowledge and competencies needed to transform their environment. In the twenty-first century, its significance has intensified as nations strive to compete in a global knowledge economy driven by

  Keywords: education science century societies artificial intelligence innovation assessment equity potential learning promise twenty first challenges
• Tech-Driven Pathways to Elevate Scientific Literacy: A Review (2026) · doi

  This article provides insight into how existing technologies can contribute to aspects of scientific JOURNAL OF EDUCATORS ONLINEliteracy. However, there are several limitations in this study. First, the article focuses on using the keyword “scientific literacy” in the search process, which may have reduced the likelihood of retriev- ing articles that use alternative terms. This is quite possible since “scientific literacy” itself has various equivalent expressions, such as “public under- standing of science,” and in specific disciplines, it may shift into terms like “chemical literacy” or “biological literacy.” Second, the concept of scientific literacy in this article was developed based on the meanings identified in the reviewed articles rather than being drawn from established frameworks, such as PISA’s definition of scien- tific literacy. This may lead to slight variations in meaning, although not significantly. Third, despite undergoing a rigorous process using the PRISMA method, most of the articles retrieved originated from Indonesia. This strong dominance may limit the generalizability of the findings. As a result of this imbalance, the conclusions may not be fully applicable in certain contexts. CONCLUSIONS AND IMPLICATIONS FOR TEACHING AND RESEARCH Analysis of the 40 reviewed articles reveals an increasing trend in research discussing the role of technology in science education, particularly after 2010. While a temporary decline occurred around 2018, a significant resurgence began in 2019 and con- tinues to the present. This surge is likely attributable to the COVID-19 pandemic, which necessitated a rapid shift to online learning, thereby compelling stu- dents to engage with existing technologies.

  Keywords: literacy scientific articles article existing technologies online using process terms science shift reviewed conclusions provides
• Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools. (2014)

  Despite the lack of consensus on its meaning, the science education community agrees that scientific literacy involves developing a firm understanding of a range of scientific concepts and processes, as well as an awareness of the relationship between science, technology and society, and practices within and across science disciplines (Bauer, 1992; Lederman, 1992; American Association for the Advancement of Science [AAAS], 1993).

  Keywords: science scientific despite lack consensus meaning education community agrees literacy involves developing firm understanding range