A Contextual Framework for Integrating Scientific Literacy Across Curricula

Thesis Abstract

The study investigates how scientific literacy can be systematically embedded across school curricula to enhance students’ capacity to engage with scientific information as informed citizens. Despite widespread calls for integrated science literacy, there is limited empirical understanding of how contextualized curricular frameworks can support sustained literacy development across subject boundaries. The aim is to develop and validate a Contextual Framework for Integrating Scientific Literacy Across Curricula (CF-ISLAC) that aligns science concepts with language, inquiry, and media literacy within primary and secondary education. Specific objectives are (1) to identify core literacy practices that teachers associate with effective science understanding across mathematics, language arts, and social studies; (2) to formulate a contextualized framework detailing curricular incentives, teacher competencies, and assessment indicators; (3) to evaluate the framework’s feasibility, acceptability, and potential impact on literacy outcomes; (4) to examine differential effects by grade level, subject area, and school type; and (5) to provide practical guidelines for policy and professional development. The study adopts a mixed-methods sequential explanatory design, anchored in Vygotsky’s sociocultural theory and the New Literacy Studies framework. In the quantitative phase, a stratified random sample of 60 secondary schools will be selected, with a target of 1,200 students and 180 teachers. Standardized science literacy assessments, instruments adapted from the PISA framework, and a curriculum integration instrument will be administered in a pretest–posttest design over one academic year. Data will be analyzed using multiple regression to identify predictors of science literacy gains, and multilevel modeling to account for nested data structures (students within classes within schools). In the qualitative phase, 40 teachers will participate in semi-structured interviews and 20 focused group discussions with students to explore experiences with cross-curricular literacy practices. Thematic analysis will be conducted using a deductive–inductive approach, with coding guided by the CF-ISLAC constructs and corroborated by member checks. Key expected findings include (a) evidence that explicit integration of scientific literacy practices across curricula correlates with significant improvements in science literacy test scores (p < .05), (b) identification of school- and teacher-level enablers such as collaborative planning time, professional development in science communication, and aligned assessment rubrics, (c) articulation of barriers including time constraints, curricular misalignment, and insufficient disciplinary language support, and (d) differential gains favoring students in schools with supportive instructional leadership and access to science-rich multimodal resources. The study anticipates that the CF-ISLAC will illuminate the interactions among scientific inquiry, language use, and media literacy within classroom discourse, and will establish a coherent set of indicators for monitoring progress. The contribution to knowledge includes (i) a theoretically grounded, practically implementable framework for cross-curricular scientific literacy that integrates sociocultural learning processes with literacy pedagogy; (ii) an empirically validated model linking curricular design, teacher professional development, and student literacy outcomes across science and non-science subjects; and (iii) a set of scalable assessment rubrics and classroom practices that can inform curriculum policy and teacher education programs. The study will extend existing literacy theories by operationalizing scientific literacy as a contextualized practice embedded in everyday disciplinary uses, rather than as an isolated competencies checklist, and it will offer a transferable framework adaptable to diverse educational contexts. The main conclusion is that a contextualized cross-curricular framework, when implemented with structured professional development, collaborative planning, and aligned assessment, can meaningfully enhance scientific literacy while promoting disciplinary integration. Recommendations include policy mandates for cross-departmental teams, investment in editorial and discourse-rich science materials, ongoing professional development in science communication and argumentation, and the incorporation of CF-ISLAC indicators into school accountability systems. Further research is suggested to test the framework in different regional contexts, investigate long-term retention of literacy gains, and refine the framework’s applicability to STEM curriculum reforms and digital learning environments.