ACSME 2023 Special Issue – Editorial

Welcome to this special issue, dedicated to the 2023 Australian Conference of Science and Mathematics Education. The theme for the conference was "The changing climate of science education." This theme reflected the rapidly evolving environment in STEM education, influenced by the pandemic, technological advancements, and challenges like academic integrity and equity. The theme also highlighted the role of STEM educators in building knowledge and capacity about climate change and sustainability more broadly. The paper by Molly O’Dea, Amy Crosby, Jaime Manning Nicole McDonald and Bobby Harreveld, applies ecological systems theory to provide a holistic understanding of the nature of agricultural industry-school partnerships. Melissa J. Saligari, Jennifer L. Fox, Claudia A. Rivera Munoz, Sarah Frankland, and Amber Willems-Jones evaluate the impact of the Assessment Literacy Module on undergraduate science and agriculture students. This tool is recommended for enhancing assessment literacy and developing academic judgment in undergraduate students, particularly in large cohort subjects. The paper by Ruby Hume, Trent Weir, Jamie Priest, Sara Krivickas, Karina Riggs, Andrew MacKinnon, Michelle Coulson, Olivier Fahy, Beth Loveys, James Botten, Adrian Hunter, Amanda J. Able identifies the skills that are desirable by employers and highlights the importance of career awareness and interactions with industry in shaping students' perspectives on career pathways. In addition, the article by Joshua Pople, Di Warren and Rashika Agarwal presents an innovative approach to analysing multiple-choice question examinations. The study outlines the use of various metrics to evaluate the alignment of curriculum and identify weaknesses in examination design. We hope that this special issue inspires continued innovation in STEM education. Thank you to all the authors and reviewers who have made this issue possible.