Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy

Abstract Challenges in global water use draw attention to narratives that raise awareness and influence policy but often fail to address specific local issues effectively. The idea of glocalization integrates global and local perspectives and recognizes the unique ecological knowledge of local and indigenous communities, which may differ from Western modern scientific views. This study provides a comprehensive analysis of the literature in education, specifically focusing on science education and its relationship to glocalization in the context of water education. It explores the relevance of glocalization in advancing education for sustainability in the case of teaching and learning about water use. It proposes a framework to operationalize education for sustainability by incorporating local water issues and their connection to global challenges. By repositioning the boundaries of global and local in the context of water education, the study aims to present a glocal perspective. The paper suggests a glocalization framework related to strategies for science education to promote a deeper understanding of the interconnectedness between global and local issues, as well as a Social-Ecological Systems (SES) conceptual framework that leads to water education for sustainability. Additionally, the study presents a framework for developing water educators through glocalization and sustainable professional development, incorporating components such as communities of practice, professional learning communities, action research, and external experts.