Shaping Future Science Education: Post Pandemic Perspectives of Preservice Science Teachers in Central Visayas, Philippines

Abstract

Tertiary education is at the forefront of future-proof education providing a theoretical foundation to advance knowledge and drive innovation. Exploring preservice teachers’ perspective of what it takes to remain relevant amidst this increasingly complex, uncertain, volatile, ambiguous world is proactively necessary as emerging configurations challenge the role of teachers and the dynamics of the educative process. These preservice general science teachers (n=113) describe their point of view on ensuring the relevance of science education in the future through drawing and narrative description. Qualitative data were analyzed using thematic analysis, and four main themes emerged. Their perception of how Science education can be future-proofed centered on (1) highly advanced technology use, (2) personalized and adaptive learning (3) curated and open accessible learning resources, and (4) sustainability, social responsibility, and ethics-centered. These conceptions enable these future teachers who are also future leaders to prepare for the challenges and opportunities of a future world.  These findings offer valuable insights into the need for teacher training institutions to recalibrate for the future skills in education that their graduates must possess and the curriculum development to promote innovative and inclusive teaching practices.