Current Issue
Vol. 13 No. 1 (2025): Science education and its relationship with other educations in global change scenarios
Guest editor
William Manuel Mora-Penagos [Doctorado Interinstitucional en Educación, Universidad Distrital Francisco José de Caldas, Colombia]
The 21st century faces technological, military, and environmental crises that demand a "human reset" to redefine the future of humanity. Science education must undergo a sociopolitical and cultural shift, promoting epistemic diversity without falling into irrationality and addressing challenges such as misinformation and denialism. This number of Sisyphus brings together qualitative studies from researchers in various countries on science education and its intersections with art, interculturality, ecofeminism, and decoloniality. The articles explore topics such as scientific literacy, interdisciplinarity, inclusive teaching, and sustainability, emphasizing the need for socially responsible science to tackle the challenges of the Anthropocene.
Published:
2025-02-28
Introduction
Articles
Other articles
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Sisyphus — Journal of Education aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. However, Sisyphus seeks contributions within the framework of two main research lines: Education XXI and Change Forces in Education.
editorial team | contact | submission guidelines | ethics statement | 2024 reviewers | IE-ULisboa [publisher]
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