Framework for Information Literacy for Higher Education and the PISA 2025 Science Framework
a possibility for integration
DOI:
https://doi.org/10.1590/1808-5245.32.147308Keywords:
science education, scientific literacy, information literacy, PISA 2025 science frameworkAbstract
This study analyzes the possibilities of integration between information literacy and scientific literacy by comparing the Programme for International Student Assessment 2025 Science Framework with the Framework for Information Literacy for Higher Education. It characterizes the relationship between science education, scientific literacy, and the Science Assessment Framework; describes information literacy and the Information Literacy Framework; and comparatively analyzes both models to identify points of convergence and gaps. The methodology consists of a narrative literature review combined with a comparative document analysis. Results indicate that information literacy is essential to operationalize scientific literacy, given that the analyzed components of the Science Framework do not fully articulate with all the knowledge practices of the Information Literacy Framework. It concludes that integrating these domains into basic education science curricula is indispensable.
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