Exploring the scientific technological citizenship of high school students participating in a board game-based climate change education program

This study focuses on Scientific Technological Citizenship (STC) as one of the key educational goals in a risk society shaped by rapid scientific and technological development. To explore how STC can be cultivated in school contexts, a Board Game-Based Climate Change Education (CCE) Program was developed. This program aimed to move beyond conventional, standardized teaching methods and instead promote a learner-centered approach to CCE. The program was implemented as a special course at a high school in Seoul, South Korea, and the cultivation of STC among the participating students was explored. Using qualitative case study methodology, the analysis was conducted based on three subcomponents of STC defined in this study: (1) Awareness of the interaction between science-technology and society, (2) Value judgment and decision-making ability, and (3) Social and individual participation, practice, and efficacy. This study was conducted with the understanding that Climate Change Education for All must be realized. It is expected that this attempt will serve as a new stepping stone for the wider dissemination of CCE, a pressing task of our time. By highlighting STC as a core competence for citizens confronting the climate crisis brought about by scientific and technological advancement, this study provides insights into the direction science education and CCE should take in cultivating climate-responsible citizens.