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<p>Future-oriented skills have become increasingly important in science education. These skills include critical thinking, problem solving and managing complexity. While policymaking has a direct bearing on the <i>what</i> and the <i>how</i> of a future-oriented perspective in science education, previous research focused on a narrow group of stakeholders such as teachers and students. Little is known about what policymakers perceive as significant future-oriented skills to be included in the science curriculum. By policymakers we mean government officials, legislators, educational administrators, and other influential figures who are key decision-makers in the educational eco-system. The exploratory empirical study reported in the paper employed the Delphi method by administering three sets of questionnaires over two years to policymakers from four European countries. Diverse opinions were transformed into agreed priorities and recommendations for research and policy evaluation. The study did not aim to provide definitive answers but rather to widen the discussion on futurising science education and thereby opening up new research questions about policymakers’ views. The paper contributes to the scarce research on policymakers’ views in science education. Implications for future research and curriculum reform are discussed.</p>

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Future-Oriented Science Education: A Delphi Study of Policymakers’ Views from Four European Countries

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月14日

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  • Sibel Erduran,
  • Jessica Chan,
  • Olga Ioannidou

摘要

Future-oriented skills have become increasingly important in science education. These skills include critical thinking, problem solving and managing complexity. While policymaking has a direct bearing on the what and the how of a future-oriented perspective in science education, previous research focused on a narrow group of stakeholders such as teachers and students. Little is known about what policymakers perceive as significant future-oriented skills to be included in the science curriculum. By policymakers we mean government officials, legislators, educational administrators, and other influential figures who are key decision-makers in the educational eco-system. The exploratory empirical study reported in the paper employed the Delphi method by administering three sets of questionnaires over two years to policymakers from four European countries. Diverse opinions were transformed into agreed priorities and recommendations for research and policy evaluation. The study did not aim to provide definitive answers but rather to widen the discussion on futurising science education and thereby opening up new research questions about policymakers’ views. The paper contributes to the scarce research on policymakers’ views in science education. Implications for future research and curriculum reform are discussed.