Rethinking Instructional Materials: A Sustainability Framework for Science Education

Abstract

While museums are increasingly recognized as key sites for Education for Sustainable Development, a significant gap persists between their environmental messaging and material practices. This paper addresses an overlooked dimension of museum pedagogy: The design of physical instructional materials. We argue that the prevalent use of single-use, resource-intensive science kits represents a missed opportunity to model sustainable science. This paper introduces ECO-INSTRUCT, a conceptual framework to guide the development of sustainable instructional materials. Derived from reflective practice at the National Science and Technology Museum, the framework is built on five core principles: Material Circularity and Regeneration, Low-Carbon and Localized Production, Design for Multi-functionality and Reusability, Design for Durability and Repairability, and Digital Integration for Dematerialization. We posit that instructional materials are not neutral but are value-laden artifacts that shape learners’ understanding of the nature of science. By embedding sustainability into the design process, educators can create tools that reduce their ecological footprint and enhance pedagogical practice by fostering key sustainability competencies such as systems thinking, creativity, and resourcefulness. This framework guides museums to pioneer a more responsible and philosophically coherent approach to science education.