Abstract:

This study examines teacher education as a means to foster social sustainability by developing critical science literacy. It addresses the need to prepare future educators to engage with complex socio-scientific issues—such as the climate crisis and socio-natural disasters—through pedagogical approaches that integrate emotional awareness and active citizenship.

This repeated-measure study design was conducted with student teachers from three Chilean universities. A set of podcasts was developed and tested within the framework of action research. There are three uses of podcasts in education:
(1) substitutional,
(2) creative, and
(3) supplementary.

They were designed to integrate multi-disciplinary knowledge (chemistry, physics, biology, and social sciences), emphasising a human rights perspective. The participants engaged in simulated practices related to climate crises, earthquakes, and tsunamis, as well as participated in group feedback discussions and self-assessment exercises. These instances triggered reflection on the pedagogical value and emotional impact of teaching towards social sustainability, as well as the tensions that arise with interdisciplinarity.

Findings reveal that student teachers feel underprepared to teach social sustainability, particularly in addressing the emotional and social dimensions of controversial topics. The podcasts were valued as pedagogical tools that expanded learning beyond traditional classroom settings. Participants highlighted the importance of fostering critical thinking, informed decision-making, and emotional engagement—key aspects of social sustainability and psychological well-being.

The study identifies a fourth pedagogical use of podcasts as a novel contribution. The transformative use was complemented by self and peer feedback to trigger future teachers’ reflection and development of competencies in their roles as educators and citizens. This reflection is essential for teaching controversial topics and examining the legitimacy of tensions between teaching and activism in educational practices, particularly when addressing the socio-political dimensions of science education. Thus, the podcasts (open source) and peer feedback encouraged emotional awareness and personal repositioning among participants, empowering them to envision and pursue more inclusive and contextually responsive educational practices. This purpose aligns with broader social sustainability goals, where global and local responsibilities intersect with academic endeavours.

The implications of this study extend beyond science teacher education. It offers an example of integrating global and local issues into professional preparation programs that could be expanded to other disciplines in higher education, emphasising the relevance of interdisciplinary approaches and context-responsive actions. This work discusses the experience of equipping new teachers with the tools to navigate and teach global, controversial issues critically, thereby contributing to the development of more resilient and socially sustainable educational systems.

In conclusion, this research underscores the critical role of preservice teachers in shaping future classrooms that are not only scientifically informed but also socially conscious and emotionally attuned. Teacher education can serve as a vehicle for promoting social sustainability and fostering active citizenship in times of global crisis through critical scientific literacy.

Keywords:

Teacher education, controversial topics, socioscientific issues.