Smithsonian Science for Global Goals Research

The Global Goals Action Progression (or Global GAP) supports young people to form a habit of taking local action on global issues. Actions are based on students’ scientific understanding of the issue, and after careful investigation of how this issue manifests in their own local community. Along the way, they also examine issues through multiple lenses: Social, Economic, Environmental, and Ethical. The result is a progression that takes young people from understanding their own identity and the identity of their community, to questioning and investigating, to engaging in critical reasoning and developing systemic understanding. In this important phase, young people examine their own values and perspectives, and reflect on how their perspective changes as they learn more about the world around them. Ultimately young people synthesize all that they have learned and put their new knowledge to use by taking action. Through this process, young people develop sustainability mindsets, and become scientifically literate.

The Sustainability Mindsets, pictured here, are what young people will take away from engaging in Smithsonian Science for Global Goals materials, and progressing through the Global Goals Action Progression. These mindsets are foundational for young people as they become the change makers, leaders, informed humans guiding future generations.

To learn more about Smithsonian Science for Global Goals, and our approach to STEM Education for Sustainable Development, please refer to our recent publications:

• Alberts, B. (2022). Why science education is more important than most scientists think. Federation of European Biochemical Societies (FEB) Letters, 596, p. 149–159. Available: https://febs.onlinelibrary.wiley.com/doi/epdf/10.1002/1873-3468.14272
• Blanchard, K. P., Gibson, H., & O’Donnell, C. (2019). Understanding yourself as a foundation for exploring the world. In Andy Smart, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams (Eds): NISSEM Global Briefs: Education for the Social, the Sustainable and the Emotional.
  https://www.nissem.org/globalbriefs
  With a focus on helping learners understand the United Nation’s Sustainable Development Goals (SDGs), this chapter argues that in order for learners to gain the knowledge and skills needed to promote sustainable development, learners need to develop a sense of identity. In other words, the authors assert that through the exploration of personal, local, and global identities, young learners can see themselves both as part of collectives within their own local communities and as members of the global citizenry, allowing young learners to be active participants with issues that impact our planet.
• Dossick, A. (2022). A Case Study Exploring How the Zero Barriers in STEM Education Professional Development Program Affects Attitudes and Confidence Toward Teaching STEM Content to Students With Disabilities. Virginia Commonwealth University: Dissertation. Available: https://scholarscompass.vcu.edu/etd/7076/ 
• Gibson, Heidi. “Education to Create a Sustainable Future.” SmithsonianMag.com. Smithsonian Institution, February 15, 2022. https://www.smithsonianmag.com/blogs/smithsonian-education/2022/02/15/education-to-create-a-sustainable-future/. 
  https://www.smithsonianmag.com/blogs/smithsonian-education/2022/02/15/education-to-create-a-sustainable-future/
  This blog post suggests that the core of education is a goal to create a better future for learners and for us all. The post maps the journey and approach used by Smithsonian Science for Global Goals to help students develop the skills and knowledge needed to become active participants in creating a more sustainable world.
• Gibson, H. (2021). From Ideas to Action: Transforming Learning to Inspire Action on Critical Global Issues. Open Monographs. Washington, DC: Smithsonian Institution Scholarly Press. Book. https://doi.org/10.5479/si.15173715.v1.
  https://smithsonian.figshare.com/articles/book/
  From_Ideas_to_Action_Transforming_Learning_to_Inspire_Action_on_Critical_Global_Issues/15173715/1
  From Ideas to Action articulates the theoretical basis of Smithsonian Science for Global Goals, a series of socio-scientific community research guides focused on achieving a systemic understanding of global problems with the goal of inspiring young people to take informed and sustained action to help address global issues.
• Gibson, H., Blanchard, K. P., O’Donnell, C. (2020). Learning to act: Smithsonian Science for Global Goals and empowering young people to develop a habit of considered action-taking. In Huber, T., O’Meara, J. (Eds.), Education around the globe: Creating opportunities and transforming lives. Charlotte, NC: Information Age Publishing.
  https://www.infoagepub.com/products/Education-Around-the-Globe
  This chapter provides an overview of Smithsonian Science for Global Goals, discussing the ways in which the SSfGGs project provides a learning model for guiding young people to take action, a requirement for the realization of the UN’s Sustainability Development Goals (SDGs). By proposing several action-oriented frameworks, the authors emphasize not just the importance of seeing young people as partners in solving SDG-related issues, but also the necessity of providing young people with the skills they need to be change agents.
• Gibson H, Short ME, & O’Donnell C. (2023). Data, discourse, and development: Building a sustainable world through education and science communication. Frontiers in Communications, 8:981988. Retrieved from: 
  https://www.frontiersin.org/articles/10.3389/fcomm.2023.981988/full
• Lundell, J., Borde, B., Filtzinger, B., Hansen, H., Henke, N., Oberthür, J., O’Donnell, C., Pahnke, J., Pasquinelli, E., Sadadou, D., & Vogel, A.-C. (2023). How can networks help encourage the development and professionalisation of innovative early STEM Education in a changing world?. LUMAT-B: International Journal on Math, Science and Technology Education, 8(1), 60–95. Retrieved from 
  https://journals.helsinki.fi/lumatb/article/view/1988
• National Academy of Sciences of Argentina. (2021). Catalyzing STEM Education and Public Engagement through the IANAS Science Education Program. Inter-American Network of Academies of Sciences (IANAS).
  https://www.interacademies.org/sites/default/files/2021-09/libro-IANAS_-STEM.pdf
  This report is designed to motivate and support scientists, science educators, and members of IANAS Academies Science Education Programme (SEP) Focal Points to: engage in STEM education and outreach with schools, communities, and local governments and policy-makers; support organizations that are dedicated to these pursuits; and continue the collaborative approach that resulted in this statement. Dr. Carol O'Donnell contributed to this report. Several of the examples provided in the recommendations are based on the work of the Smithsonian Science Education Center.
• National Academies of Sciences, Engineering, and Medicine 2022. Taking Stock of Science Standards Implementation: Proceedings of a Virtual Summit. Washington, DC: The National Academies Press. 
  https://doi.org/10.17226/26549 
  This proceeding has been published by the National Academies of Sciences, Engineering, and Medicine amd chronicles the presentations and discussions at the October 2021 workshop, "Taking Stock of Science Standards Implementation" convened by the National Academies. The Director of the Smithsonian Science Education, Dr. Carol O'Donnell, contributed to the conversation about "High Quality Instructional Materials" and her contributions are summarized in Chapter 7. The examples provided in the quotes are based on the work of the Smithsonian Science Education Center curriculum development team. 
• O'Donnell, C. (2021). Discover, Understand, Act: A STEM Education Framework for Empowering Youth to Address the Global Goals. Diplomatic Courier, UNGA 2021 Special Print Edition.
  https://www.diplomaticourier.com/posts/a-stem-education-framework-for-empowering-youth-to-address-the-global-goals
• O'Donnell, C. (2018). Empowering Youth through the Global Goals.
  https://www.diplomaticourier.com/posts/empowering-youth-through-the-global-goals
  This article emphasizes the critical nature of educating youth to be responsive to the issues of the day, highlighting the necessity of STEM education in all countries. By providing a summary of the UN Sustainable Development Goals and the pedagogical framework of the Smithsonian Science Education Center’s Smithsonian Science for Global Goals project, (an SDG-centered curriculum), this article outlines the importance of preparing students to be scientifically literate and in turn, drivers of social change.
• O'Donnell, C. (2022). ESD for ESD: Education for Sustainable Development.  The Other Greats: Reinvention, Rethink, Reshuffle, Renegotiation. Proceedings of the Global Talent Summit 2022, pp 18-19. 
  https://issuu.com/medauras/docs/gts_2022_post_summit_report
  "The Other Greats: Reinvention, Rethink, Reshuffle, Renegotiation" is a post-summit report featuring key takeaways from the 2022 Global Talent Summit hosted by Diplomatic Courier and Skills Baby at Gallup in Washington, DC.
• O’Donnell, C. (2018). Science education, identity, and civic engagement: Empowering youth through the UN Sustainable Development Goals. G7: The Executive Talk Series Global Briefing Report (p. 108).
  https://digital.thecatcompanyinc.com/g7magazine/june-2018/science-education-identity-civic-engagement/
  This article emphasizes the critical nature of educating youth to be responsive to the issues of the day, highlighting the necessity of STEM education in all countries. By providing a summary of the UN Sustainable Development Goals and the pedagogical framework of the Smithsonian Science Education Center’s Smithsonian Science for Global Goals project, (an SDG-centered curriculum), this article outlines the importance of preparing students to be scientifically literate and in turn, drivers of social change.
• O'Donnell, C. & Baloch, H. (2022). ESD for ESG: Education for Sustainable Development aligned with Industry Environmental, Social, and Governance Goals. Diplomatic Courier: UNGA Print Edition, pp 32 - 34.
  https://www.diplomaticourier.com/posts/esd-for-esg-education-for-sustainable-development
• O'Donnell, C. & Day, K. J. (2022). Teaching About Real-World, Transdisciplinary Problems and Phenomena through Convergence Education. Smithsonian Magazine. 
  https://www.smithsonianmag.com/blogs/smithsonian-education/2022/07/25/teaching-about-real-world-transdisciplinary-problems-and-phenomena-through-convergence-education/
  In its 2018 Federal STEM Strategic Plan, a collaboration of government agencies wrote that science, technology, engineering, and mathematics (STEM) education should move through a pathway where disciplines “converge” and where teaching and learning moves from disciplinary to transdisciplinary. In this article, classroom examples help spotlight what this framework can look like in practice.
• Pahnke, J., O’Donnell, C. & Bascopé, M. (2019). Using Science to Do Social Good: STEM Education for Sustainable Development. Position paper developed in preparation for the second “International Dialogue on STEM Education” (IDoS) in Berlin, December 5–6, 2019.
  https://www.haus-der-kleinen-forscher.de/en/international-dialogue-on-stem-education/idos2019/position-paper
  This position paper asserts that sustainable development requires a science literate global youth population, as the future necessitates children that can be active stakeholders in inquiry and sustainability issues. Through an analysis of the ways in which inquiry-based STEM education can help develop sustainable mindsets, this paper provides a framework for ways educators can help students to both confront the complex context of global challenges and increase their STEM competence.