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RESEARCH LITERACY AS A PILLAR OF SUSTAINABLE HIGHER EDUCATION, INTEGRATING EARTH SCIENCE AND SOCIAL SCIENCE THROUGH INTERDISCIPLINARY RESEARCH
Abstract
Higher education must equip graduates with competencies that transcend disciplinary boundaries. This paper examines research literacy as a foundational pillar of sustainable higher education, with a focus on integrating Earth science and social science through interdisciplinary research. Drawing on bibliometric analysis of global, European, and Latvian publications, curriculum reviews, and survey data, the study identifies significant disparities in the way research methodology is taught and applied across institutions. These gaps are particularly relevant considering recent scientific publications, which assert that Earth science has evolved into a social science, necessitating integrated approaches to knowledge production and application. Curriculum and survey findings indicate that while students and faculty recognise the value of research, methodological training often remains confined within disciplinary requirements, limiting preparedness for complex, real-world problem-solving. The paper advocates for systemic reforms in research methodology education, including the integration of interdisciplinary competencies across curricula, promoting faculty collaboration, and aligning institutional policies with global best practices. By strengthening research literacy at the intersection of Earth and social sciences, higher education can produce graduates capable of leading evidence-based, sustainability-oriented action in a rapidly changing world.
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