Quality and Effective Education
Post graduate professional learning and development in science education: a necessity in the VUCA age?
Hyleen Mariaye Mauritius Institute of Education E-mail: h.mariaye@mie.ac.mu
This presentation engages with the question of professional learning and development of science education in a VUCA age. It briefly outlines the characteristics of the VUCA age which speak to education in general, and science education in particular. The paper raises the question as to whether teaching needs to be reimagined beyond techniques and technologies if students are to squarely face the wicked problems of the VUCA age. It further troubles the conception of a discipline driven curriculum highlighting the ways in which interdisciplinary knowledge is now needed to respond to black swan events. The implications for designing learning and teaching in science are analysed followed by a discussion of what this means for the nature of professional learning and development for teachers of science. It is argued that post graduate learning opportunities may be critical in assisting teachers to reconstruct their professional practice in ways which are compatible with present and future challenges. Key words: Postgraduate, Learning, Professional, VUCA References 1. Agustian, H.Y. The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems. Sci & Educ (2023). https://doi.org/10.1007/s11191-023-00471-2
© The Author(s), 2025
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