Abstract
In the context of environmental challenges, developing competencies for sustainable development has become a priority in the European Union. Given environmental issues' complexity, scientific knowledge and the social and political context are crucial.
Developing environmental literacy is desirable for relevant and evidence-based decision-making and action. The emphasis on its development should then be reflected in the education of all students.
For this purpose, it is necessary to provide the appropriate support in the curriculum and educational materials. To understand the current situation in Czechia, research was conducted to find out which aspects of environmental literacy focusing on environmental processes and systems are considered in science textbooks for lower secondary education.
To be able to identify and compare subject cultures, an analysis of all textbooks with the Ministry of Education approval clause of all science subjects (N = 127) was conducted. It was found that there are significant differences between science subjects.
Most aspects of environmental literacy are included in geography textbooks. In contrast, environmental literacy is marginal in chemistry and especially physics textbooks.
The research conducted shows the lack of emphasis on environmental literacy and the uneven development of its aspects in science education and points to issues requiring curriculum innovation.