10月16日，2019世界公眾科學素質促進大會在北京舉行。大會期間，來自聯合國教科文組織以及美國、日本、英國、以色列、菲律賓、泰國等國家的可持續發展科學教育專家與我國科學家一道，在「科協素質促進：科學教育與可持續發展」專題論壇上，共同發布《面向可持續發展的科學教育倡議》（以下簡稱《倡議》）中英文版。《倡議》內容中文版由中國科學院院士劉從強代表宣讀，英文版由美國詹姆斯麥迪遜大學綜合科學與工程學院創始院長Bob Kolvoord宣讀。《倡議》內容中英文版如下：
《面向可持續發展的科學教育倡議》
聯合國於2000年提出千年發展目標，2015年提出17個可持續發展目標，可持續發展成為全球共同關注的重要議題。應對可持續發展目標帶來的機遇與挑戰，越來越多國家和地區意識到科學教育在普及可持續發展理念、培育創新人才方面的重要作用。但是，通過科學教育實現可持續發展的效能還需要進一步發揮。為此，我們提出如下倡議。
一、優化課程體系。基於可持續發展的理念和要求，全面優化從幼兒園到大學的學校科學教育體系，在課程目標、課程內容、學習方法和評價方式等方面，將可持續發展理念和內容融入各學科和各階段的課程體系中。
二、協同教育資源。豐富教育供給方式，鼓勵並引導社會各界（包括政府部門、學校、科研機構、企業和非營利性組織等）為面向可持續發展的科學教育研發合適的教育資源。從與可持續發展息息相關的真實問題出發，兼顧全球問題、各國國情及地方特色。
三、提升教學能力。提升教師（包括學校教師和青少年活動輔導員等）的跨領域知識和教學能力，幫助教師樹立可持續發展的理念，促使他們將可持續發展內容融入到日常的教學活動中。
四、創新教學實踐。以可持續發展教育理念指導實踐，組織論辯、探究等多種多樣的科學教育活動，積極使用包括新一代信息技術和新媒體在內的方式，培養學生批判性思維和問題解決能力。
五、營造社會氛圍。在各種形式的校外場所和家庭環境中提供可持續發展主題的科學教育活動，宣揚支撐可持續發展的價值觀念與道德標準，提升公眾可持續發展的意識，營造關注可持續發展的社會氛圍。通過豐富多樣的科學教育活動，幫助學生具備相應的科學知識、方法與態度，使其自覺並積極參與可持續發展行動。
《Initiative on the Sustainable Development of Science Education》
Sustainable development has become a global concern, as evidenced by 8 Millennium Development Goals (MDGs) in 2000 and 17 Sustainable Development Goals (SDGs) in 2015 launched by the United Nations. To embrace the opportunities and address the challenges of sustainable development, countries and regions all over the world have realized the significance of science education and the cultivation of innovative talents. We are proposing the following initiatives to further expedite the efficacy of science education on boosting sustainable development.
First, the curriculum development of K-16 education system. The concept and content of sustainable development must be coherently integrated into the curriculum of multiple disciplines in the K-16 education system. Further, a series of relevant learning objectives, contents, pedagogies and evaluation criteria should be explicitly addressed in the curriculum.
Second, the enrichment of educational resources.It is encouraged to all education providers to collaboratively develop educational resources for the authentic issues of sustainable development from local, regional, national and global scales.
Third, the improvement of teaching competences.It is critical to helping teachers and trainers realize the importance of sustainable development, urging them to incorporate sustainable development into daily teaching, and enhancing their interdisciplinary knowledge and teaching skills in sustainable development.
Fourth, the innovations of educational practices.Innovative technologies and new media offer powerful tools for delivering science education activities and raising the public’s awareness of sustainable development. Various science activities, such as argumentation and inquiry, should be employed to improve students』 critical thinking and problem-solving abilities.
Last but not least, the cultivation of the society-wide atmosphere. A variety of science education activities targetting sustainable development should be carried out in diversified settings, including formal, informal and non-formal education contexts. Citizens should be equipped with scientific knowledge, methods and attitudes to enable them to consciously take action on sustainable development.
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