Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) association in science education. This is an outlook on science education that emphasizes the teaching of scientific and industrial developments in their cultural, economic, social and political contexts. In this view of science education, students are expectant to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues.

This sees science as a human endeavour, embedded in the social, economic and political contexts in which scientific developments happen, rather than as sets of theories, facts or observable outcomes. This article provides in sequence about the evolution of STSE, along with the theoretical and pedagogical implications of including STSE perspectives in science education.

As mentioned before, STSE is a form of STS education, but places superior emphasis on the environmental consequences of scientific and technological developments. In STSE curricula, scientific developments are explored from a selection of economic, environmental, ethical, moral, social and political perspectives.