Critical Science, Technology, Society, and Environment (STSE) Teaching Model in the Context of Local Foods: A Case Study on Siraitia grosvenorii

Abstract Against the backdrop of the transition in science education toward social engagement and ecological justice (Vision III), this study constructed and implemented a four-dimensional integrated STSE (Local Foods) teaching model centered on cultivating critical food literacy through the lens of local food systems. This study conducted preliminary teaching practices on the topic of saccharides in senior high school chemistry, using Siraitia grosvenorii, a characteristic resource of Southwest China, and its core component, mogroside V, as contextual carriers. The model was constructed around two core principles: the local relevance and criticality. In the pedagogical framework design, the model departed from the traditional STSE paradigm by concretizing the environment (E) dimension as the food (F) dimension, which is directly relevant to the daily lives of students. This formed a closed-loop instructional design framework integrating scientific knowledge, technological processes, sociocultural factors, and food health, emphasizing a dynamic interplay rather than linear relationships among the dimensions. In selecting teaching materials, criteria were established for choosing local ingredients that embodied scientific value (e.g., the unique chemical properties of mogroside V), technological value (involving industrial processes such as extraction techniques), sociocultural value (e.g., cultural significance, cultivation practices, and industrialization), and nutritional value (sweetener applications). This ensured the educational impact of the teaching resources. In terms of implementation, the model advocated a critical practice pathway from cognition to action. By integration of diverse course formats, it guided students to transition from passive recipients to active meaning constructors and responsible local innovators. The research findings validated the effectiveness of the model. Quantitative data revealed improvements in the postclass survey scores of students across all four dimensions. Qualitative analysis further indicated that students progressed from a superficial understanding of S. grosvenorii as a local specialty to a deep comprehension of its complex interrelationships, as they systematically explained the connections among its chemical structure, extraction techniques, health benefits, and cultural heritage. They also demonstrated the ability to engage in innovative design centered on their value. This signified that students preliminarily developed interdisciplinary, integrated systems thinking and critical local practice capabilities.