Culturally sustaining inquiry learning integrated with socioscientific issues as a conceptual framework for equitable and sustainable science education

This research aims to develop Culturally Sustaining Inquiry Learning integrated with Socioscientific Issues (CSIL-SSI) as a conceptual framework for equitable and sustainable science education. The novelty of this model lies in its integration of culturally responsive and sustainable pedagogy (CRSP) with socio-scientific issues (SSI) in inquiry-based learning (IBL). This study uses Jabareen’s (2009) conceptual synthesis method by following eight systematic steps to develop a framework that has a strong theoretical and philosophical basis. The results of this research synthesis are different from traditional models. CSIL-SSI introduces a new learning syntax of Orientation, Formulation, Reconstruction, Communication, and Reflection that allows students to build scientific understanding by combining academic concepts and social and cultural perspectives. CSIL-SSI offers a valid and customizable framework for science educators who want to implement culturally-based inquiry learning. Successful implementation of this model requires policy support, teacher training, and curriculum adaptation in order to be effectively applied in various educational contexts.