Abstract

In the context of the current environmental crisis, social challenges and resource scarcity stand out as prominent issues. These challenges are addressed by the 2030 Agenda and the Sustainable Development Goals (SDGs), which have revitalized interest in science, technology, and innovation as catalysts for the profound transformations required. However, tackling these issues not only demands advancements in these areas but also collaborative efforts among diverse social actors to create action plans that promote alternative development pathways towards greater sustainability. Among these actors, higher education institutions (HEIs) play a crucial role as creators of knowledge and significant agents of social and technological innovation contributing to social progress. Therefore, strengthening community engagement actions to promote the sciences, especially in STEM (Science, Technology, Engineering, and Mathematics) education, is imperative and plays a vital role in achieving the SDGs. The importance of these disciplines lies in the widespread consensus that solutions to current global challenges require a new, multidisciplinary scientific workforce. This approach facilitates the improvement of scientific literacy, defined as the ability to think critically and evaluate scientific concepts, essential for individuals to make informed decisions and actively engage in addressing environmental problems, including climate change. This article explores the characteristics of University-School partnerships for promoting the sciences, showcasing universities as spaces of convergence between diverse actors and knowledge systems, moving beyond reductionist views that see universities solely as linear developers of knowledge towards a more interactive and collaborative vision