Responding to global challenges, such as climate change and the need for sustainable development (Europe 2020 target), growth and social cohesion, calls for innovative, scientific solutions based on principles of gender balance, equality and respect for diversity are necessary. These challenges require a highly skilled science and technology workforce as well as active, responsible citizenship based on understanding of scientific concepts and interest in sustainable development. Consequently, science education should be made more attractive, for example through inquiry-based teaching, improved guidance and information services for science careers and reducing gender imbalances in science education and careers (see e.g. Rocard 2007).
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Thus, in order to respond to global challenges, there is a need to promote educational innovation in the following three areas:•
- Implementing inquiry-based teaching
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- Raising student interest in science careers
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- Reducing gender imbalances in science education
Promoting educational innovation in science education is currently a challenge for most European countries. Although action has been taken across the EU in the above areas, there are still barriers to innovative teaching methods, such as teachers’ reluctance to change established teaching practices, or contextual factors, such as overloaded curricula, or rigid assessment systems. Thus, implementation may take several years, and requires the active collaboration of key-actors such as teachers, schools, teacher education providers, school authorities and policy makers, to ensure systemic change.
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