Cultivating 21st century skills as graduate attributes among life sciences pre-service educators through fieldwork and investigations

Abstract

This conceptual paper explores how fieldwork and investigative learning can develop 21st-century skills among Life Sciences pre-service educators through the integration of Indigenous Knowledge Systems (IKS) and Western science. It argues that effective science teacher education should extend beyond classroom instruction to include contextual, inquiry-based, and experiential learning experiences. Fieldwork and investigations provide opportunities for pre-service teachers to apply theory in real-life contexts and to engage actively with their environment. These approaches help to build essential skills such as critical thinking, collaboration, problem-solving, and environmental literacy. The paper highlights that learning in natural settings encourages curiosity and reflection while deepening understanding of scientific and cultural perspectives. It also proposes a conceptual model that positions Indigenous ecological knowledge alongside Western scientific methods. This model promotes a balanced and holistic understanding of science, where both systems of knowledge contribute to meaningful learning. By integrating these perspectives, the paper suggests that pre-service educators can adopt more sustainable, inclusive, and contextually relevant teaching practices suited to 21st-century classrooms.