In recent years, the release of metal and metallic oxide engineered nanoparticles (ENPs) into the environment has generated an increase in their accumulation in agricultural soils, which is a serious risk to the ecosystem and soil health. Here, we show the impact of ENPs on the physical and chemical properties of soils. A literature search was performed in the Scopus database using the keywords ENPs, plus soil physical properties or soil chemical properties, and elements availability. In general, we found that the presence of metal and metallic oxide ENPs in soils can increase hydraulic conductivity and soil porosity and reduce the distance between soil particles, as well as causing a variation in pH, cation exchange capacity (CEC), electrical conductivity (EC), redox potential (Eh), and soil organic matter (SOM) content. Furthermore, ENPs or the metal cations released from them in soils can interact with nutrients like phosphorus (P) forming complexes or precipitates, decreasing their bioavailability in the soil solution. The results depend on the soil properties and the doses, exposure duration, concentrations, and type of ENPs. Therefore, we suggest that particular attention should be paid to every kind of metal and metallic oxide ENPs deposited into the soil.

Grounded in the relationship between sustainability and epistemological justice, this paper presents a systematic review of literature regarding the incorporation of Indigenous and local knowledge into sustainability and environmental education. The search includes articles published in English and Spanish between 2016 and 2020, with SCOPUS and WoS indexation. Based on methodological and thematic criteria, the original corpus of 182 unique articles was reduced to 20 and analysed using a qualitative thematic framework. The results show: i) pathways of integration that differ in how legitimacy is distributed and actors’ agency recognized; ii) challenges associated with actors moving across frames of reference and lack of resources and support; and iii) specific features of Indigenous and local knowledge better suited for integration and the positive outcomes of this integration for students identity and learning outcomes. These findings are useful to orientate future research and educative experiences aiming to articulate indigenous and western knowledge in sustainability education.

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.