Newton and Zeidler (2020) Use board games to provide interactive and experiential learning experiences (Tsai, Cheng, Liu, & Chang, 2019). Cebrian-Robles et al., 2021 Incorporate newspaper reports as teaching materials to provide reallife examples and case studies that explore the complexities and implications of environmental socioscientific issues (Capkinoglu, Yilmaz, & Leblebicioglu, 2020). Consider students moral reasoning in discussions (Tuncay, Ylmaz-Tzn, & Teksoz, 2012). Incorporate students personal experiences for meaningful connections (Balgopal, Wallace, & Dahlberg, 2017). Assessment. Encourage cross-cultural exchanges for broader perspectives (Morin, Simonneaux, Simonneaux, Tyler, & Barazza, 2014). Use Toulmins model of argumentation as an assessment approach for evaluating students understanding and ability to construct reasoned arguments related to environmental socioscientific issues (Dawson and Carson, 2016).

Curricular Implications. Include local, complex socioscientific issues in environmental education courses and teacher development programs (Namdar, 2018; Bssing, Dupont, & Menzel, 2020; Owens, Herman, Oertli, Lannin, & Sadler, 2019). 3.7. Implications for teacher preparation Table 4 summarises the implications mentioned in studies involving pre-service and in-service teachers to better prepare them for teaching ESSIs. These implications can be categorized into four themes. Connect socioscientific issues with human rights and perspectivetaking (Ozturk, 2018; Newton & Zeidler, 2020). Skills to be Developed.

Teaching Learning Materials. Teachers need training in argumentation and its assessment (Kapici Ilhan, 2016; Liu & Roehrig, 2019; Christenson, Gericke, & and Rundgren, 2017). Use modules and instructional materials for structured guidance (Hestness, Randy McGinnis, Riedinger, & Marbach-Ad, 2011). Use video materials like documentaries for real-life examples (Cebrian-Robles et al., 2021). Use dialogic practices for meaningful discussions (Cavalcanti Neto et al., 2018). Improve pre-service teachers epistemological beliefs about environmental socioscientific issues (Ozturk and Yilmaz-Tuzun, 2017). 3.8. Implications for curriculum Preparing Teachers for Classroom Instruction. Table 5 summarises the implications mentioned for curriculum in these studies. Analysis suggests that careful attention should be given to the content of teaching materials. The design of these materials should SocialSciences&HumanitiesOpen9(2024)1007658

V. Kumar et al. alternate sustainable practices. Hence, students need to be engaged in discussions about the beliefs and practices of their communities. Integration of local SSIs is needed to allow students to reflect on their values and practices and change them if needed. Table 5 Implications for curriculum. Study Implications mentioned Khishfe (2014) Suggestion to teach the four pillars of scientific literacy (content, inquiry, nature of science, and STS) in an integrated manner in environmental education courses. Analysis tool for developing an environment education program.