Science and sustainability: Interdisciplinary strategies for scientific and environmental literacy

Abstract

This article analyzes the importance of interdisciplinarity as a pathway to scientific and environmental literacy, considering the contemporary challenges imposed by technological, social, and ecological transformations. The environmental crisis and the advancement of science and technology demand an education committed to forming critical, ethical individuals who are aware of their socio-environmental responsibilities. 

In this context, scientific literacy is understood as a process that goes beyond the mere acquisition of knowledge, promoting the ability to interpret phenomena and act reflectively upon reality. Interdisciplinarity, by articulating different fields of knowledge, enables the construction of meaningful learning that integrates theory and practice, reason and sensitivity, science and ethics. The study adopts a bibliographic and reflective approach, grounded in authors who discuss scientific education, sustainability, and pedagogical innovation. The reflections developed indicate that environmental education, when integrated into science teaching, enhances the development of ecological awareness and fosters student engagement in actions focused on care and the preservation of life. It is concluded that interdisciplinary didactic strategies contribute to building a more humane and participatory curriculum, capable of forming citizens committed to the common good and the balance of the planet. Thus, educating for science and sustainability means educating for coexistence, dialogue, and shared responsibility in the contemporary world.