Humanity and Culture in the Digital Age: Science and Art Center Teachers’ Views on the Social Impacts of Science Education

The aim of this research is to examine the views of Science and Art Education Center teachers on the social effects of science education. This study aims to analyze the social role of science education in detail by examining the multidimensional effects of digitalization on humanity and culture from sociological and pedagogical perspectives. In the study, the social effects of science education in the process of digital transformation are discussed in the context of Sociotechnical Systems Theory, the Scientific Literacy Framework, and Social Constructionism Theory. In this context, the effects of digital transformation on students, teachers, and society through science education were evaluated from a qualitative perspective. This study is a qualitative research designed with a phenomenological approach that aims to examine the views of Science and Art Center teachers on the social effects of science education in the digital transformation process. A semi-structured interview form was used as the data collection tool. The analysis process of the study was carried out within the framework of Sociotechnical Systems Theory, the Scientific Literacy Framework, and Social Constructionism Theory. QSR NVivo-11 software was used to analyze the data. The data obtained were analyzed using the content analysis method. The findings show that science education makes significant contributions to developing individuals’ worldviews, sensitizing them to social problems, and integrating them with cultural values in the digital age. However, some pedagogical and cultural challenges faced by science education in the digital transformation process were also identified. In line with the results of the research, it is suggested that curricula, teacher training programs, and digital content should be restructured to increase the potential of science education to produce social benefits.