Science Education Reform 2.0 in Egypt: How the Concepts of the United Nations Sustainable Development Goals 2030 Were Integrated into Primary Science Curricula

The Ministry of Education launched Egypt’s vision for reforming education in what is known as Education 2.0, and the process of developing educational curricula was at the heart of this vision, given the modern content of the Science 2.0 curricula; This required analysis to determine the extent to which it has achieved tangible reform in one of the global requirements targeted by the United Nations, which is the  Sustainable Development Goals 2030 (SDG_S 2030), as it called for these goals to be the focus of education to protect the planet and the rights of future generations. Therefore, this study aimed to present A list of scientific concepts and topics related to the SDG_S 2030 that can be integrated into Science Education 2.0 curricula at the primary stage, and then identify the extent to which Science Education 2.0 curricula for grades (fourth - fifth - sixth) at the primary stage in Egypt include those concepts and topics. Then, recommendations were made for how to incorporate these concepts into the Science 2.0 curricula. The study followed the descriptive approach using the content analysis method. The study found that the degree to which the Science 2.0 curricula included the concepts of SDG_S2030 was generally moderate, as their frequency in the fourth-grade books reached 77 concepts, at a rate of 32.6%, and in the fifth-grade books, 83 concepts found, at a rate of 35.16%, and in the sixth-grade books, 126 concepts found at a rate of  53.3%, The results also showed that Science 2.0 curricula addressed 12 SDGs, while they did not address five goals: poverty eradication, gender equality, reducing inequalities, peace, justice, and strong institutions, and partnerships to achieve the goals. Finally, the study suggested considering its findings, recommendations are made for how to include concepts and topics of SDG_S2030 in Science 2.0 curricula that are not addressed in current curricula.