Environmental Science Literacy in Libya: An Analysis of the 3–12 Science Standards

Abstract

Environmental science literacy has become increasingly important in science education, particularly in contexts facing urgent environmental challenges. In Libya, issues such as water scarcity, desertification, and climate-related disasters, including the devastating Derna floods of 2023, highlight the need for a science curriculum that prepares students to understand and respond to environmental realities. This thesis examined the extent to which environmental science literacy is represented in Libya’s national Grades 3–12 science standards, defined as the learning outcomes and their accompanying explanations or notes. Guided by a four-pillar framework adapted from BouJaoude (2002) and Khishfe (2014)—scientific content knowledge, scientific inquiry, nature of science (NOS), and socio-scientific issues (SSI)—the study used qualitative content analysis to examine official Libyan science curriculum documents. The findings showed that content knowledge overwhelmingly dominated the standards across grade bands and subjects. Scientific inquiry was present but uneven and secondary to content, SSI appeared selectively, and NOS was entirely absent. The connectedness analysis showed that the most common combinations were between content and inquiry and, to a lesser extent, between content and SSI, while all NOS-related combinations were absent. The environmental subset followed the same pattern, with environmental learning outcomes appearing mainly as content rather than as integrated opportunities for inquiry, epistemic reflection, or socio-scientific engagement. The study offers implications and recommendations for strengthening the Libyan science curriculum in ways that better respond to local environmental challenges.