Sustainable development has become a global concern and to embrace the opportunities and address the challenges of sustainable development, there has been widespread realization of the significance of science education and the cultivation of innovative talents, participants at a thematic forum in Beijing on Oct. 17 agreed.

The forum on "Science Literacy Promotion: Science Literacy in Science Education and Sustainable Development" was attended by renowned science educators from UNESCO, China, the United States, Japan, the United Kingdom, Israel, the Philippines and Thailand. It was part of the 2019 World Conference on Science Literacy that took place Oct. 16 and 17.

To further expedite the efficacy of science education on boosting sustainable development, participants launched an initiative outlining efforts in the following aspects:

First, curriculum development of K-16 education system. The concept and content of sustainable development must be coherently integrated into the curriculum of multiple disciplines of the formal education system from kindergarten to the age of 16. This should explicitly address a series of relevant learning objectives, contents, pedagogies and evaluation criteria.

Second, enrichment of educational resources. All education providers are urged to collaboratively develop educational resources for the authentic issues of sustainable development from local, regional, national and global perspectives.

Third, improvement of teaching competences. It is critical to help teachers and trainers realize the importance of sustainable development, urging them to incorporate it in daily teaching, and enhance interdisciplinary knowledge and teaching skills.

Fourth, innovations of educational practices. Innovative technologies and new media offer powerful tools for delivering science education activities and raising public awareness of sustainable development. Various science activities, such as argumentation and inquiry, should be employed to improve students' critical thinking and problem-solving abilities.

Fifth, cultivation of a society-wide atmosphere. A variety of science education activities targeting sustainable development should be carried out in diversified settings, including formal, informal and non-formal education contexts. Citizens should be equipped with scientific knowledge, methods and attitudes to enable them to consciously act on sustainable development.

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