‘Facting or Acting’ in sustainable development teaching? Science Studies teachers’ didactical choices in Swedish upper-secondary schools

This study uses the Swedish Science Studies course to examine teaching approaches in sustainability education. Science Studies is an interdisciplinary course that aims to educate scientifically literate and active citizens, who are committed to environmental care and sustainability. Based on a survey of 155 teachers, the study explores the teachers’ didactic choices in sustainability teaching. Findings indicate that teachers primarily emphasise the transmission of scientific knowledge, but also aim for critical reflection, holistic perspectives on sustainability, and encouraging students’ awareness and interest in sustainability issues. Additionally, teachers may engage students in democratic processes, but not necessarily in a pluralistic manner. The study also reveals a lack of opportunities for students to take sustainable action, highlighting the need for more interdisciplinary and hands-on approaches in teaching. Supporting teachers in implementing interdisciplinary approaches and hands-on engagement are suggested as ways to enhance students’ ability to address sustainability challenges more effectively.