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In recent years, Science Education (SE) in Indonesia has grown into a dedicated focus for all stakeholders in scientific education. All players in the field of education unanimously agree to enhance the prominence of SE among all stakeholders, particularly teachers and learners. The research analyzed the students' attitudes regarding Science Education and the impact of Science Education by SE teachers in higher educational institutions. Science Education outcomes are analyzed using a survey and descriptive evaluation. To gather details, a survey includes closed-ended and open-ended questions developed and controlled on SE teachers’ and students’ viewpoints and knowledge. This research assessed Indonesian Science Education teachers’ perspectives and experiences with Science Education teaching focused on Socio-Scientific Issues (SSI). The students were asked how they integrated relevant SSI methods into their Science Education and their difficulties. Teachers were asked what subjects they learned would be best for SSI-based learning, and most students replied that subjects like technology or environmental sciences would be good for the learning. Despite many hurdles, most Science Education teachers continued to be interested in using SSIs in their classrooms.
Dewi et al. (2024) studied this question.