Abstract

Future-oriented skills have become increasingly important in science education. These skills include critical thinking, problem solving and managing complexity. While policymaking has a direct bearing on the what and the how of a future-oriented perspective in science education, previous research focused on a narrow group of stakeholders such as teachers and students. Little is known about what policymakers perceive as significant future-oriented skills to be included in the science curriculum. By policymakers we mean government officials, legislators, educational administrators, and other influential figures who are key decision-makers in the educational eco-system. The exploratory empirical study reported in the paper employed the Delphi method by administering three sets of questionnaires over two years to policymakers from four European countries. Diverse opinions were transformed into agreed priorities and recommendations for research and policy evaluation. The study did not aim to provide definitive answers but rather to widen the discussion on futurising science education and thereby opening up new research questions about policymakers’ views. The paper contributes to the scarce research on policymakers’ views in science education. Implications for future research and curriculum reform are discussed.

Publication Date

2026-05-14

Publication Title

International Journal of Science and Mathematics Education

Volume

24

ISSN

1571-0068

Acceptance Date

2026-04-15

Deposit Date

2026-06-04

Funding

The research reported in the paper received funding from the European Union’s Horizon 2020 Research and Innovation program under Grant Agreement n° 872841.

Keywords

Delphi study, Science education, Future-oriented, Policymakers, Europe

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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