Science Teachers as Catalysts for Environmental Literacy: A Review of Pedagogical Innovations for Sustainability in the 21st Century

Abstract

Addressing the escalating global environmental crises necessitates environmental literacy (EL) to foster a generation capable of tackling complex sustainability challenges. Science teachers are primary change agents, imparting crucial knowledge and inspiring action. This review systematically synthesizes literature on pedagogical innovations enhancing science teachers' effectiveness in cultivating EL and sustainability education in 21^st century classrooms. The article identifies and discusses five key Pedagogical approaches, including inquiry-based learning, place-based education, and technology-enhanced learning, among others. These innovations significantly improve students' cognitive, affective and psychomotor dimensions of EL, enhancing critical thinking skills, environmental problem-solving skills and heightened environmental consciousness. Successful implementation hinges on professional development, supportive policy, and resource access. The article reiterates science teachers' pivotal role in driving environmental change and outlines implications for teacher education, curriculum design and future research towards a sustainable future.