Earth science education: How to narrow the gap between Earth science education potential and its low profile in schools?

During the past 30 years, Earth science education (ESE) research has established a solid theoretical foundation, as well as practical strategies and techniques, for meaningful teaching of Earth science from K-12. From articles focusing on inquiry-based teaching to research in environmental education and sustainable development, a holistic view of planet Earth has been promoted. Nevertheless, the quality of this research, and the growing need for knowledge in Earth science, have done little to improve the low profile of ESE in schools. The narrowing of the disturbing gap between the educational potential of Earth science and its low profile in schools requires a new agenda and a devoted commitment among Earth science educators all over the world. Such an agenda will encompass the deepening of existing research of the Earth systems approach in areas like the development of environmental insight better understanding the learning process as an embedded human instinct, which will hopefully contribute to changing the current essentialism-based teaching culture. To achieve this aim Earth science education needs to reach also out of schools to improve citizens’ values towards Earth System and inherently sustainable development goals. Citizens must recognize their role as participative beings on Earth's sub-systems, and face that life on Earth depends on the responsible management of the Earth system. New avenues of research focused on changing the attitudes of geoscientists towards their role in society and the adoption of geoethical values is also an emergent research topic to be added to this new agenda.