An Integrated Framework to Motivate Student Engagement in Science Education for Sustainable Development
Bibliographic Data
| ID | 22048701 |
|---|---|
| Authors | Norman B Macintosh (0000-0003-4930-629X, Trinity Health Oakland Hospital, corresponding author), Anila Asghar (0009-0001-6184-5870, McGill University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 903 |
| Publication date | 2025-07-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070903 |
| OpenAlex | W4412476035 |
| Language | EN |
| References cited | 61 |
Science teachers continue to face decreased motivation, lower achievement levels, and decreased enrollment in post-secondary science programs. Teachers ask themselves this question: How do I motivate my students to achieve? Student-centered pedagogies, such as an in-depth pedagogy informed by Self-Determination Theory, can improve students’ motivation by addressing students’ basic psychological needs for autonomy, competency, and relatedness. Problem-based learning presents students with relevant situations and actively engages them in developing plausible solutions to problems. Environmental sustainability encompasses issues concerning our ecological and social environments. Teachers can focus on these issues to develop authentic problem-based learning units that offer a student-relevant pathway to improve motivation and scientific literacy. We propose a pedagogical framework, drawing on Self-Determination Theory, to promote students’ motivation to engage keenly with environmental sustainability education through problem-based learning. This framework is designed for secondary science classrooms to inform science teachers’ pedagogical practice
Autonomy · Environmental education · Mathematics education · Pedagogy · Political science · Science education · Scientific Literacy · Self-determination theory · Student engagement · Sustainability · Environmental Education and Sustainability · Motivation and Self-Concept in Sports · Psychology · Sustainability in Higher Education · Ecology
Youth as Architects of Social Change
Self-Determination Theory
Mathematics and Science Achievement
Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine
A Self-determination Theory Perspective on Student Engagement
Interdisciplinarity
Motivational profiles from a self-determination perspective
Intrinsic Motivation and Self-Determination in Human Behavior
Perceived interest in learning sustainability competencies among higher education students
Middle school students’ motivational dispositions and interest in STEM careers
From student-to-student confirmation to students’ self-determination
Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school
Enhancing 21st Century Skills Through Integrated Stem Education Using Project-Oriented Problem-Based Learning
Incidence of Digital Competences in the Completion Rates of Moocs
Challenges of STEM Vocations in Secondary Education
Mind the Gap
Why is ecological sustainability so difficult to achieve? An in‐context discussion of conceptual barriers
Teaching History
Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School
A question of belonging
| Citation velocity | historical |
|---|---|
| Highly cited | No |