Science Education as Strategic Infrastructure: A Comparative Analysis of the United States, the European Union, England, Japan, and South Korea

Abstract

This study presents a comparative analysis of science education policies and practices in the United States, the European Union, England, Japan, and South Korea. Rather than comparing student achievement alone, the paper examines how different education systems conceptualize the purpose of science education, organize curricula, integrate scientific inquiry and engineering practices, prepare teachers, promote scientific literacy, and align education with economic development, technological innovation, and societal needs. The study critically evaluates the strengths, limitations, and trade-offs of each educational model from scientific, economic, and social perspectives. It further discusses the emerging role of artificial intelligence, digital transformation, sustainability, measurement science (metrology), and evidence-based reasoning in the future of science education. Based on this comparative analysis, the paper proposes an integrated framework for next-generation science education that combines strong disciplinary knowledge, inquiry-based learning, engineering design, measurement science, ethical responsibility, scientific literacy, and innovation capacity. The study argues that science education should be regarded not merely as preparation for STEM careers, but as a strategic national infrastructure supporting research, technological competitiveness, democratic resilience, and sustainable development. This publication is intended for researchers, educators, policymakers, curriculum developers, science communicators, and professionals interested in science education, STEM policy, educational innovation, and the future of scientific literacy.