Issues and Challenges in Socio-Scientific Approaches in the Teaching-Learning Process An Analytical Study of Educator Beliefs and SSI Integration in Odisha, India

Abstract

Socio-Scientific Issues (SSI) represent scientifically grounded, socially embedded, and ethically complex real-world problems that serve as powerful vehicles for scientific literacy development. This study analytically examines the issues and challenges educators face when integrating SSI—specifically evolution, climate change, and embryonic stem cell research—into K–12 science curricula. A mixed-method survey was administered to 221 educators (elementary, middle, secondary, and administrators) across Odisha, India. Quantitative data (SPSS 20) included ANOVA, t-tests, chi-square, and linear regression; qualitative data involved line-by-line coding and reasoning quality rubrics. Findings reveal that 73.3% of respondents endorsed SSI integration overall; topic-specific acceptance was highest for climate change (89.4%), followed by stem cell research (69.7%) and evolution (61.6%). Urban educators showed significantly stronger pro-science perspectives than rural educators (p < 0.001). Higher science course loads positively correlated with scientific worldview alignment. Significant differences in perspectives emerged by teaching role (F(6,175) = 8.16, p < 0.001). Dominant decision-making lenses were educational (75.4%) and scientific (31.6%). Major challenges include inadequate teacher training, ideological conflicts, and structural inequities between urban and rural settings. The study recommends targeted professional development, SSI-oriented curriculum reform, and community engagement strategies.