Citizenship, Science Education, and Artificial Intelligence: Critical perspectives for citizenship education in the digital age

This article, derived from a doctoral dissertation, investigates how researchers in the field of Science Education articulate scientific teaching with citizenship education, extending the analysis to encompass the challenges of the era of generative Artificial Intelligence (AI). Grounded in Pierre Bourdieu’s sociology and Paulo Freire’s critical pedagogy, the study examines academic discourses and pedagogical practices through a documentary review (1996–2024) and narrative interviews with nine recognized scholars in the field. The qualitative approach, supported by quantitative elements, sought to identify trends, conceptions, and practices associated with citizenship in science education. The findings indicate that citizenship is conceived in plural ways, ranging from critical and emancipatory perspectives to more pragmatic approaches. Two central categories emerged—practical action and reflective action—which encompass practices of activism, promotion of social justice, critical awareness, and the projection of utopian actions. The inclusion of AI in the debate broadens the complexity, revealing its potential to democratize access to knowledge while also exposing risks of reinforcing inequalities and algorithmic biases. The study concludes that Science Education must integrate, beyond scientific literacy, a critical scientific-technological literacy that addresses algorithmic ethics, digital equity, and cognitive justice. Such a perspective contributes to the formation of citizens capable of understanding, regulating, and transforming technologies, thereby acting ethically and in a participatory manner in complex, technologically mediated societies.