BEIJING — On September 20, 2026, the High-Level Dialogue Plenary Session of the World Conference on Science Literacy was held in Beijing under the theme “Science Literacy for an Intelligent Society: Opportunities, Challenges, and Transformations.”

Fig. 1. From left to right: Prof. Dr. Marco A. Cabero Z., Host and Moderator of the High-Level Dialogue Plenary Session; Prof. Satryo Soemantri Brodjonegoro; Dr. Rosália Vargas; Prof. David G. Evans; and Prof. Wang Yuanzhuo, during the High-Level Dialogue Plenary Session at the 2026 World Conference on Science Literacy, Beijing, September 20, 2026.

The 60-minute plenary was hosted and moderated by Prof. Dr. Marco A. Cabero, President of the Andean Road Countries for Science and Technology (ARCST), Council member of the World Organization for Science Literacy, Senior Researcher at the National Museum of Natural History of Bolivia, Ministry of Environment and Water, and Editor-in-Chief of the Journal of Latin American Sciences and Culture (JLASC).

Bringing together four distinguished experts from different regions and professional backgrounds, the session explored a question that is becoming increasingly important as artificial intelligence reshapes society:

What should science literacy mean in an intelligent society, and what competencies will people need to navigate, participate in, and contribute to this new environment?

Distinguished Speakers and Perspectives Order Speaker Affiliation Selected Experience Core Focus 1st Professor Satryo Soemantri Brodjonegoro Vice Chairman, Indonesian Academy of Sciences (AIPI); Emeritus Professor, Bandung Institute of Technology (ITB); Former Director General of Higher Education, Indonesia Ph.D. in Mechanical Engineering, UC Berkeley; Former President of AIPI (2018–2023); architect of Indonesia’s World Class University program and Higher Education Legal Entity (BHMN) reform Policy-level perspectives on the transformation of science literacy in Asian societies 2nd Dr. Rosália Vargas President, Ciência Viva – National Agency for Scientific and Technological Culture, Portugal; Director, Pavilion of Knowledge, Lisbon Science Center Led the creation of Portugal’s network of 22 science centers since 1996; former President of Ecsite (2013–2015); Board Member of ASTC Practical approaches to advancing public science literacy through science centers and museums 3rd Prof. David G. Evans Distinguished Professor, Beijing University of Chemical Technology; Fellow, Royal Society of Chemistry (UK) OBE; recipient of China’s Friendship Award and International Science and Technology Cooperation Award; widely known as “Dr. Dai” for his chemistry popularization videos Science literacy among young people and frontline educational practice in China 4th Prof. Wang Yuanzhuo Professor and Doctoral Supervisor, Institute of Computing Technology, Chinese Academy of Sciences; Vice Chairman, China Science Writers Association National Science and Technology Progress Award (Second Class, 2012); recognized among China’s “Top Ten Science Communicators” (2019); science consultant for The Wandering Earth II and Three-Body; creator of widely viewed science illustrations Emerging perspectives on science literacy in the age of artificial intelligence Main Themes Discussed During the Plenary A. The Changing Meaning of Science LiteracyThe discussion opened with the recognition that artificial intelligence is profoundly reshaping the way societies work, communicate, learn, and make decisions. As technologies become more powerful and increasingly embedded in everyday life, the competencies required to understand and use them responsibly also become more important. In this context, science literacy can no longer be understood simply as the acquisition of scientific facts. It increasingly involves the ability to:

• Understand the principles, possibilities and limitations of intelligent technologies;
• Collaborate effectively with AI and other emerging technologies;
• Apply critical thinking when evaluating information and technological outputs;
• Exercise ethical judgment when technology affects people and society; and
• Make informed decisions in situations characterized by uncertainty and rapid change.

The discussion therefore pointed toward a broader understanding of science literacy, one that connects knowledge, critical thinking, ethical awareness, technological competence, and participation in society.

B. Policy Perspectives — Professor BrodjonegoroProfessor Satryo Soemantri Brodjonegoro examined the changing meaning of science literacy from an Asian perspective. He considered the capabilities that people increasingly need in order to adapt to an intelligent society and discussed how science and technology policies can respond to these changing needs. His contribution highlighted the importance of supportive policy frameworks and long-term institutional approaches in enabling societies to develop the competencies required for an increasingly technology-driven world.

C. Institutional and Practical Perspectives — Ms. VargasDrawing on more than two decades of experience in science communication and informal science education, Ms. Rosália Vargas examined how science centers and museums can contribute to public science literacy. Her contribution addressed:

• New approaches for science centers and museums seeking to engage diverse audiences;
• How science communication can evolve in an environment where AI can provide immediate access to vast amounts of information; and
• The continuing importance of human interaction, interpretation and meaningful engagement in informal science education.

Her perspective showed the essential role of science centers, museums and other public-facing institutions in connecting technological change with human understanding.

D. Frontline Educational Perspectives — Professor EvansProfessor David G. Evans drew on more than two decades of experience in science popularization and engagement with young people and the broader public.

He explored:

• Which aspects of science literacy are most important for young people entering an intelligent society;
• How frontline science communication and education are changing; and
• How educational approaches should evolve when access to information and knowledge becomes increasingly easy.

His contribution emphasized that the future of science education depends not simply on providing more information, but on helping learners develop the curiosity, reasoning, and critical capacities needed to use information meaningfully.

E. Frontier Scientific Perspectives — Professor WangProfessor Wang Yuanzhuo brought a dual perspective as both a researcher working in artificial intelligence and an active science communicator.

He explored:

• The fundamental differences between science literacy in an intelligent society and more traditional approaches to science literacy;
• Which competencies are becoming increasingly important as AI becomes part of everyday life; and
• How technological development can be connected with public understanding and engagement.

His contribution provided a valuable frontier perspective on the relationship between emerging technologies and the evolution of public science literacy.

Key Themes from the Open DialogueDuring the open dialogue, Professor Cabero posed additional questions to the panel, helping connect the different perspectives and explore their implications for the future of science literacy.

Two broad themes emerged.

Theme 1: The Irreplaceable Human DimensionThe panel considered which human capabilities should remain at the center of science literacy regardless of how rapidly technology evolves.

Among the perspectives discussed were:

• Critical thinking as an essential competency;
• Ethical judgment and values-based decision-making in the application of technology;
• The ability to collaborate with AI rather than simply consume AI-generated information; and
• The capacity to make informed decisions in situations of uncertainty.

These capabilities point toward an important distinction: becoming scientifically literate in the intelligent age is not simply about knowing how technology works. It is also about knowing how to think, question, evaluate, and act responsibly alongside technology.

Theme 2: Cultivating Science Literacy Through CollaborationThe discussion then turned from what people need to learn to how societies can cultivate these capabilities. The panel recognized that science literacy has never been the responsibility of a single institution or sector. Schools, families, science museums, media organizations, research institutions, universities, enterprises and communities all have important roles to play. At the same time, each operates within different environments and faces different limitations. As the meaning of science literacy evolves, so must the mechanisms through which it is cultivated. The dialogue identified several challenges to effective multi-stakeholder collaboration, including:

• Differences in educational philosophies;
• Incompatible evaluation systems;
• Different professional languages and discourses across sectors; and
• Unequal distribution of resources and opportunities.

Addressing these challenges will require stronger connections between institutions, disciplines and regions.

From Science Literacy to Science Culture ConstructionThe plenary discussions resonate strongly with the broader work of ARCST and its Science Culture Construction (SCC) framework. From this perspective, science literacy is not an endpoint. It is part of a broader process through which scientific knowledge becomes connected with education, culture, communication, participation and everyday life. An intelligent society therefore requires more than access to information. It requires environments in which people can:

                       learn → question → evaluate → discuss → participate → create.

This is where science literacy and Science Culture Construction meet. The challenge is not only to prepare people to live with intelligent technologies, but to create a culture in which science and technology can be understood, discussed and used in ways that contribute to human well-being, social participation and sustainable development.

Synthesis and ConclusionsThe High-Level Dialogue reached four broad conclusions:

1. Science literacy is undergoing a profound transformation.
   It is evolving beyond the accumulation of scientific knowledge toward the ability to understand, evaluate, collaborate with, and responsibly engage with intelligent technologies.
2. New competencies are increasingly essential.
   People in the intelligent age need critical thinking, ethical judgment, technological awareness, the ability to collaborate with AI, and the capacity to make decisions under uncertainty.
3. Cultivating science literacy requires collective effort.
   No single institution can address this challenge alone. Collaboration among schools, families, science centers and museums, media, research institutions, universities, enterprises and communities is essential.
4. Policy, practice, education and frontier research must converge.
   The perspectives represented in the plenary, ranging from policy and institutional practice to frontline education and AI research, demonstrate the value of connecting different forms of expertise in order to address a rapidly changing world.

A Meaningful International ResponsibilityFor ARCST, participation in this international dialogue represents more than an institutional engagement. It is part of a continuing commitment to strengthen connections between science, culture, education, communication and international cooperation. As a founding member of the international science-literacy movement, ARCST has a particular responsibility to contribute perspectives from Latin America and to help connect regional experiences with broader global conversations. The plenary also reinforced an important principle:

Science literacy grows when knowledge moves — across disciplines, institutions, languages, cultures and borders.

Strengthening those connections is essential if science is to become not only more accessible, but more meaningful and more participatory.

Looking AheadAs technological change accelerates, the meaning of science literacy will continue to evolve. The World Organization for Science Literacy has an important role to play in fostering international dialogue, encouraging cross-sector collaboration and supporting the development of science literacy for people and communities around the world. The insights shared during this High-Level Dialogue contribute to that broader conversation and provide valuable directions for future cooperation. For ARCST, they also reinforce the importance of continuing to build an international Science Culture Construction ecosystem in which knowledge, curiosity, dialogue and participation reinforce one another. The goal is not simply to create a society that understands more science. It is to help build a society in which science can become part of culture, culture can enrich science, and people can actively participate in shaping the future of both.

From Science Literacy to Science Culture ConstructionAndean Road Countries for Science and Technology (ARCST)

Connecting science, culture, people and regions for a more scientifically informed, inclusive and sustainable future.

Prepared byARCST