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<p>In an era of misinformation, pseudoscience, and declining public trust in expert knowledge, science education must help students develop the competences needed to navigate post-truth realities. Drawing on recent literature, we identify four key challenges: (1) strengthening students’ media and digital literacy; (2) enhancing their understanding of scientific practices and the social construction of knowledge; (3) nurturing habits of mind grounded in intellectual virtues; and (4) building their capacity for socio-scientific decision-making and constructive dialogue in the context of epistemic disagreement. Together, these challenges point to a set of essential competences for contemporary science education. To explore how existing frameworks respond to these needs, we analyse the affordances and limitations of scientific literacy visions I–III. Building on this dual analysis, we present the EVIDENCE approach—a pedagogical model developed specifically for upper-secondary science education to address evolving epistemic and socio-political demands. In doing so, we seek to enrich existing conceptualisations of post-truth competences and, through our analysis of the scientific literacy visions, offer insights to inform curriculum development and pedagogical practice, while acknowledging the limitations of our analysis.</p>

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Navigating Post-truth: Challenges and Opportunities for Science Education Through Evolving Scientific Literacy Visions

  • 期刊论文

  • 发表日期：

    2026年4月30日

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  • Katrin Vaino,
  • Konstantinos Korfiatis,
  • Anastasiya Astapova,
  • Oleg Popov,
  • Ana Valdmann,
  • Hans Orru

摘要

In an era of misinformation, pseudoscience, and declining public trust in expert knowledge, science education must help students develop the competences needed to navigate post-truth realities. Drawing on recent literature, we identify four key challenges: (1) strengthening students’ media and digital literacy; (2) enhancing their understanding of scientific practices and the social construction of knowledge; (3) nurturing habits of mind grounded in intellectual virtues; and (4) building their capacity for socio-scientific decision-making and constructive dialogue in the context of epistemic disagreement. Together, these challenges point to a set of essential competences for contemporary science education. To explore how existing frameworks respond to these needs, we analyse the affordances and limitations of scientific literacy visions I–III. Building on this dual analysis, we present the EVIDENCE approach—a pedagogical model developed specifically for upper-secondary science education to address evolving epistemic and socio-political demands. In doing so, we seek to enrich existing conceptualisations of post-truth competences and, through our analysis of the scientific literacy visions, offer insights to inform curriculum development and pedagogical practice, while acknowledging the limitations of our analysis.