Conditions for promoting inclusive science education among children and youth (0–16 years) living in communities in vulnerability risk situation: a scoping review

This paper presents findings from a transdisciplinary study exploring conditions for Inclusive Science Education (ISE) for children aged 0–16 from communities in vulnerability risk situation. A two-step literature review was conducted to identify inclusive teaching and learning interventions. The first phase applied a Scoping Review, followed by an Integrative Literature Review focusing on community-oriented ISE, examining: (1) the main pedagogical approaches and interventions supporting inclusive, community-based science education; and (2) the conditions necessary to promote science education involving children and youth in contexts of vulnerability. A qualitative Constant Comparative Method was used to guide the data analysis. Three core themes emerged as pivotal for fostering community-oriented ISE: Contextual Factors, Pedagogical Approaches, and Critical Approaches. Findings highlight the importance of creating safe, supportive environments within local communities, enriched by creative, nature-based learning spaces. Exploratory and playful science activities were shown to enhance social inclusion. Moreover, participatory teaching and learning methods are essential for fostering inclusive settings that value diversity through an intersectional lens. Finally, applying intersectionality within science education encourages reflection on social and power relations in both classrooms and communities, making science education more equitable, responsive, and socially just.