From scientific literacy to scientific citizenship: exploring education outside the classroom education for youth initiatives

Science education research has increasingly recognised the value of learning experiences outside the traditional classroom setting, acknowledging their potential to complement and enhance formal science and environmental education. Despite studies relating to the role of Education Outside the Classroom (EOtC) in contributing to skills development, there is still a gap in exploring how these activities may contribute to scientific literacy and citizenship development. This study assesses how EOtC activities contributed to developing scientific citizenship, social and personal responsibility and scientific literacy. Mixed data were collected from 161 students, aged 6–18, from nine schools in four European countries who participated in an EU-funded project related to sustainability. Students mobilised a range of skills as they engaged in youth initiatives (a student-led initiative fostering students’ agency and integrating curricular knowledge into authentic environmental action contexts) related to environmental themes and connected with their communities by disseminating knowledge via posters, campaigns, and fairs. This research underscores the importance of experiential learning in science education. It highlights its broader impact on students’ holistic development beyond academic knowledge acquisition for activating citizenship, indicating youth initiatives as a productive venue to foster citizenship.