BETWEEN INDUSTRY AND SCHOOL: WHOM DOES CHEMISTRY EDUCATION SERVE IN TIMES OF CLIMATE EMERGENCY?
DOI:
https://doi.org/10.56238/arev8n5-006Keywords:
Chemistry Education, Climate Emergency, Socio-Environmental ResponsibilityAbstract
In light of the intensification of the climate and environmental crisis, it has become imperative to critically examine the role of chemistry education in the formation of individuals and in the construction of a socially responsible society. This article aims to critically analyze whom contemporary chemistry education serves, considering the tensions between industrial interests, technological development, and citizenship-oriented education committed to sustainability. Grounded in a critical theoretical framework, with emphasis on contributions from Science–Technology–Society (STS) education, Critical Environmental Education, and Freirean pedagogy, the study adopts a bibliographic and documentary research approach. The results indicate that, despite discursive advances regarding sustainability, chemistry education remains predominantly technicist, content-centered, and insufficiently problematizing of the socio-environmental implications of scientific knowledge. It is concluded that there is an urgent need to re-signify chemistry education as a social and political practice, guided by ethical principles, social responsibility, and active engagement with contemporary climate emergencies.
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