Equity-Driven Science Education Takes Centre Stage at 2025 Abell Institute

Transformative Research: Abell Institute Mentorship Bridges Equity and Real-World Challenges

Spencer Eusden, a doctoral student in Education: Curriculum and Instruction at the University of Nevada, Reno, has been selected as one of only 30 doctoral candidates worldwide to participate in the 2025 Abell Institute, hosted by NARST: A Global Organisation for Improving Science Education through Research. This prestigious program brings together early-career researchers dedicated to equity-driven and impactful science education.

In addition to his doctoral studies, Eusden has been collaborating with teachers through Extension’s Living With Fire Program at the College of Agriculture, Biotechnology & Natural Resources for the past four years. Together, they have developed science curricula focused on pressing environmental issues. Eusden’s dissertation explores the educational potential of phenomena such as wildfires in K–12 classrooms, involving a multiphase study that includes analyzing existing wildfire-themed curricula through a justice lens, examining their alignment with the 
Next Generation Science Standards (NGSS), and conducting a qualitative case study on the development of a social justice-oriented curriculum with Nevada teachers. He presented his findings at the 2025 NARST Annual Conference.

Eusden and Dr. Li Ke, Ph.D., Assistant Professor of Elementary Education, are co-leading the development of a middle school curriculum that integrates data storytelling and social justice practices. This curriculum is currently being piloted in Nevada classrooms with support from Ke’s NSF CAREER grant. Ke's selection as a mentor for the Abell Institute reflects his nationally recognised expertise in science education. In this role, he will support participants, including Eusden, in refining their research, fostering collaboration, and shaping their professional identities within the broader science education research community.

Eusden expressed his gratitude for the opportunity to attend the 2025 Abell Institute, noting that he and his fellow doctoral student attendees were tackling complex issues that did not lend themselves to simple solutions. He emphasised that collaborating with experienced mentors and forming connections with early career peers was essential for addressing these challenges on a broader scale. These developments underscore the growing emphasis on integrating environmental issues and social justice into science education, highlighting the importance of mentorship and collaboration in shaping the future of the field.

Editor's Note:

The academic community is witnessing a transformative moment in science education as innovative research and mentorship converge at the 2025 Abell Institute. Spencer Eusden's selection, alongside the invaluable guidance provided by Dr. Li Ke, highlights the potential of integrating critical real-world issues like climate change and social justice into education and reinforces the importance of interdisciplinary collaboration. Their work represents a promising shift towards a more equitable and dynamic learning environment for future educators and scholars. Moreover, the initiatives spearheaded by these emerging leaders underscore the urgent need to bridge theoretical research with practical application in classrooms worldwide. As they push the boundaries of traditional science curriculum, their efforts inspire both peers and policymakers to rethink how education can be more inclusive and responsive to global challenges.

Skoobuzz highlights that this collective pursuit of excellence catalyses enduring change, paving the way for a brighter and more innovative future in science education.