Science education must evolve beyond technical training to foster ethical reasoning, global consciousness, and human development, write Patrick Blessinger, Abhilasha Singh (American University in the Emirates), and James Brown (City University of New York). The authors argue that climate science, biotechnology, and AI are not value-neutral fields, so education systems must prepare students to lead in these areas with foresight and responsibility. They call for more inclusive curricula, real-world case studies, and a pedagogy that embraces uncertainty and ethical complexity. “Unless science education becomes more than a passport for a profession,” they write, “the next generation will be a generation of good technicians without the critical judgment required for responsibly using their skills.”
