Transitions in Science Education: Sustainability and Digital Advances (Proceedings of ESERA 2025)

Copenhagen: Københavns Universitet, Institut for Naturfagenes Didaktik (Department of Science Education, University of Copenhagen), Denmark. 2026.

ISBN: 978-87-992541-2-5

Editors: Jesper Bruun & Magdalena Kersting (University of Copenhagen, Denmark)

Co-editors:

Adrienne Traxler, Ana Sofia Afonso, Andri Christodoulou, Ange Fitzgerald, Argyris Nipyrakis, Benedikt Heuckmann, Carla Morais, Dury Bayram, Èlia Tena, Eliza Rybska, Federico Corni, Georgios Ampatzidis, Hanna Stammes, Hendra Agustian, Ilídio André Costa, Irene Drymiotou, Isabel María Cruz Lorite, Italo Testa, Kason Ka Ching Cheung, Katerina Pia Günter, Laura Branchetti, Laura Colucci-Gray, Leticia Garcia-Romano, Lorenz Kampschulte, María Martínez Chico, Marta Romero-Ariza, Massimiliano Malgieri, May Lee, Metin Şardağ, Nathalia Helena Azevedo, Olia Tsivitanidou, Olivia Levrini, Patricia Patrick, Pedro Reis, Radu Bogdan Toma, Regina Soobard, Regula Grob, Renee Schwartz, Sarah Haines, Wonyong Park.

The Proceedings of ESERA 2025 is an electronic publication of revised and extended papers presented at the ESERA 2025 conference, organised by the University of Copenhagen, Denmark, from 25 to 29 August 2025 under the theme Transitions in Science Education: Sustainability and Digital Advances. All papers in the e-Proceedings correspond to communications submitted to, and accepted for, the ESERA 2025 conference. All proposals to the conference went through a double-blind review process, with most proposals receiving two reviews and some receiving three, before being accepted to the conference. A total of 1436 contributions (of which 74 were symposia) were accepted and presented at the conference, and 228 papers are included in the ESERA 2025 e-Proceedings. Following the call for e-Proceedings (deadline 31 January 2026), 248 extended papers based on conference presentations were submitted; the final selection reflects those that completed the post-conference editorial review.

The authors were asked to produce updated versions of their papers, taking into account the discussion that took place after their presentation and the suggestions received from other participants at the conference. The e-Proceedings present a comprehensive overview of ongoing studies in science education research in Europe and beyond, and represent the current interests and areas of emphasis in the ESERA community.

The e-Proceedings contain twenty Parts representing the papers presented across the 20 strands of the ESERA 2025 conference. The strand chairs serving for ESERA 2025 co-edited the corresponding Part for each of strands 1 to 20. All formats of presentation used during the conference — oral presentations, interactive posters, workshops, exploratory seminars, and symposia — were eligible to be submitted to the e-Proceedings. The co-editors reviewed the updated versions of the papers submitted after the conference.

ESERA, the editors, and the co-editors do not necessarily endorse or share the ideas and views presented in, or implied by, the papers included in this book. Parts of the editorial process associated with the conference were supported by generative artificial intelligence (for example, in the thematic clustering of contributions); editorial responsibility for the contents of these Proceedings rests with the editors and co-editors.

The appropriate APA style for referencing this e-Proceedings book is as follows:

Bruun, J. & Kersting, M. (Eds.). (2026). Transitions in science education: Sustainability and digital advances (Proceedings of ESERA 2025). Copenhagen: Københavns Universitet, Institut for Naturfagenes Didaktik. ISBN 978-87-992541-2-5.

The appropriate APA style for referencing individual papers in the e-Proceedings is as follows:

[Author(s)]. (2026). [Title of paper]. In J. Bruun & M. Kersting (Eds.), Transitions in science education: Sustainability and digital advances (Proceedings of ESERA 2025), Part [part/strand number] (co-ed. [editors of the strand Part]), (pp. [page numbers]). Copenhagen: Københavns Universitet, Institut for Naturfagenes Didaktik. ISBN 978-87-992541-2-5.

Download the CNF25 – Complete eProceedings

WITHIN THE PROCEEDINGS:

Part 1: Learning Science: Conceptual Understanding

Part 2: Learning Science: Cognitive, Affective, Aesthetic, and Social Aspects

Part 3: Science Teaching Processes and Instructional Design

Part 4: Digital Resources for Science Teaching and Learning

Part 5: Nature of Science: History, Philosophy and Sociology of Science

Part 6: Interdisciplinarity and Education

Part 7: Discourse and Argumentation in Science Education

Part 8: Scientific Literacy and Socio-scientific Issues

Part 9: Science Education for Sustainability, Agency and Futures Literacy

Part 10: Environment, Health and Science Education

Part 11: Informal, Non-formal and Out-of-school Science Education

Part 12: Equity, Diversity and Identity in Science Education

Part 13: Science Curriculum and Educational Policy

Part 14: Evaluation and Assessment in Teaching and Learning

Part 15: Pre-service Science Teacher Education

Part 16: In-service Science Teacher Education and Professional Development

Part 17: Science Education in Primary and Pre-primary Learning Contexts

Part 18: Teaching and Learning Science at Middle and Secondary School

Part 19: Teaching and Learning Science at the University Level

Part 20: Methods and Methodological Aspects in Science Education Research