When teaching science in higher education is facing important challenges and is undergoing profound changes, and when it is the focus of questioning by both practitioners and educational researchers, this issue returns to an order of education in which didactics has been interested since its emergence.

In a context of strong institutional pressure to practise and develop critical thinking in the teaching of science and technology, the RDST editorial board felt it appropriate to examine research in the field of science and technology education on this subject.