Conclusion: Toward Advancing Science Education for Sustainable Development in Asia

This concluding chapter discusses the diversity and some commonalities of science education for sustainable development in Asia with reference to the keywords of the objectives, themes, and pedagogical approaches to science education connected with education for sustainable development (ESD). Based on these findings, the challenges in advancing science education for sustainable development in Asia can be identified. These are (1) to further clarify the significance and purpose of science education for sustainable development; (2) to contribute educationally to understanding, exploring, and tackling sustainability issues including climate change; (3) to adapt multidisciplinary, interdisciplinary, and transdisciplinary pedagogical approaches that can relate the environment, economy, and society; (4) to pursue action-oriented pedagogical approaches to solve real-world problems and innovation; (5) to focus on place-based indigenous knowledge; (6) to provide opportunities for bridging to democratic participation in learners; (7) to develop teachers with literacy and expertise in sustainability; (8) to expand the whole-school approach that supports science education for sustainable development; (9) to promote the constant development and validation of research and practice in science education for sustainable development; and (10) to emphasize the importance of science communication in science education for sustainable development.