The Influence of Educational Policies on the Quality of Science Education in Secondary Schools

Abstract

This study explores the multifaceted relationship between educational policies and the quality of science education in secondary schools. Drawing on a comprehensive review of literature from the USA, Canada, Europe, and African countries, the research examines the impact of policies on curriculum design, teacher professional development, resource allocation, and the overall learning environment. Theoretical underpinning is provided by the Social Systems Theory, offering a holistic perspective on the intricate dynamics within the educational system. The study identifies contextual, conceptual, and methodological research gaps, emphasizing the need for more inclusive approaches, longitudinal analyses, and mixed-methods designs. The research design involves a systematic literature review, synthesizing findings from diverse sources, including studies on Next Generation Science Standards (NGSS) in the USA, Pan-Canadian Protocol in Canada, and EU education policies in Europe. Findings reveal significant impacts on teaching practices, curriculum alignment, and student outcomes, contingent on factors like teacher professional development and resource allocation. The study concludes by offering insights for policymakers, educators, and researchers to address research gaps and implement evidence-based strategies. It makes substantial contributions to Social Systems Theory, provides actionable guidance for practitioners, and offers evidence-based recommendations for policy development at the national and regional levels.