Unequal opportunities for citizenship in vocational and academic sustainability education? A critical study of teaching approaches in Swedish upper secondary subject ‘Science Studies’

This paper critically examines the sustainability education offered within the compulsory Science Studies subject in Swedish upper secondary schools, comparing citizenship and sustainable action addressed in vocational education and training (VET) and higher education preparatory (HEP) programmes. Framed by the concepts of citizenship-as-achievement, citizenship-as-practice, and action competence, the study explores the interplay between qualification, socialisation, and subjectification in teaching. Using a questionnaire and quantitative analysis, the study examines the knowledge, values and skills taught in sustainability education, as well as the teaching offered in citizenship and action skills. The study reveals both common patterns and important differences. HEP teaching promotes analytical thinking and reflective engagement, aligning with subjectification-oriented teaching. VET teaching focuses on behaviour modification and context-specific knowledge, reflecting a socialisation-oriented teaching. The findings reveal that, despite shared content, teaching may shape differences in students’ citizenship engagement, raising concerns about equity, democracy, and the educational purpose of sustainability education.