Ключевое слово: «science education»

The inquiry-based science education (IBSE) is considered a useful method to overcome the current limitation in science education in the Czech Republic. Based on the PISA 2015 results, the education in the Czech Republic is too theoretical and with limited opportunities to develop pupils‘ competencies and literacies. IBSE has the potential to improve the scientific literacy of pupils as well as to increase pupils‘ interest and internal motivation towards science subjects. Within the paper, one Chemistry lab-class taught by IBSE method is described.

Gender inequality in science, technology, engineering, and mathematics (STEM) remains one of the most pressing challenges in global education and innovation. Despite growing awareness of the importance of diversity, women around the world still encounter systemic barriers when it comes to accessing, participating in, and being recognized in scientific and technological fields. This article aims to investigate the representation of women in STEM across multiple countries by analyzing perceptions, experiences, and observed inequalities in academic and professional environments. To this end, we conducted a cross-national survey of 151 individuals engaged in or observing STEM-related fields in 11 countries, including Kazakhstan, Russia, the United States, the United Kingdom, France, Canada, Germany, Brazil, Spain, South Africa, and Nigeria. Our primary method was a quantitative analysis of anonymous questionnaire responses that focused on personal experience, societal stereotypes, and the career visibility of women in science and technology. Our findings revealed patterns of underrecognition of women’s contributions, perceived bias in institutional structures, and recurring stereotypes, particularly in male-dominated disciplines such as computer science and engineering. In contrast, some respondents from Western European and North American regions reported gradual positive shifts due to policy reforms and institutional awareness. This article presents statistically grounded conclusions alongside interview-based insights and proposes strategic recommendations for promoting equity in STEM education and research worldwide. The study's theoretical value lies in its interdisciplinary approach, which combines gender studies, science sociology, and education. Practically, the study may inform institutional policies and grassroots initiatives that aim to reduce gender bias and support emerging female scientists.

This article examines the integration of current scientific knowledge (using nanotechnology as an example) into the general education system. It also explores the potential of elective classes as a flexible form of instruction capable of compensating for the underrepresentation of modern materials science topics in the core curriculum. The article presents the author's own development of the elective course "Introduction to Graphene Technologies" for students in grades 10–11. The article explores the methodological foundations of the course design (system-activity and integrative approaches), its structure, and the planned educational outcomes. It concludes that the study of graphene, with its unique physical and chemical properties and interdisciplinary nature, not only deepens subject knowledge but also effectively develops meta-subject competencies and a conscious professional interest.