Empowering Students Through Climate Action and Gender Equality: Design, Development, and Implementation of a Teaching–Learning Sequence for Lower Secondary School Science Education

We present a transdisciplinary Teaching–Learning Sequence (TLS) for lower secondary school students that integrates climate change education with the promotion of gender equality in science. The TLS connects theoretical understanding with practical engagement through laboratory demonstrations, simulations, and accessible experiments. The sequence addresses key topics in sustainability education, including incoming and outgoing radiation, the greenhouse effect, energy transformations, and energy sources, through activities involving the electromagnetic spectrum, infrared imaging, selective transparency, absorption, and albedo. It also includes inquiry-based explorations of electromagnetic induction, miniature hydroelectric and wind power systems, Stirling engines, photovoltaic and concentrated solar technologies, and combustion-related CO2 acidification. A distinctive feature of the TLS is the explicit integration of the social dimension of sustainability through discussion of the Matilda Effect and the historical case of Eunice Newton Foote, with the aim of challenging persistent gender stereotypes in STEM. The intervention was implemented with 12–13-year-old students and evaluated through pre- and post-tests, written explanations, closed-ended questions, drawings, and the Draw-A-Scientist Test. The results indicate a significant improvement in students’ understanding of climate-related scientific concepts and in their critical awareness of misinformation and climate denial strategies. While the sequence did not significantly increase students’ engagement in climate action, the gender-focused activities promoted strong critical reflection on stereotypes and on the role of women in science.