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The Oxford Dictionaries define “post-truth” as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief”. The first quarter of the 21st century has already demonstrated the challenges of navigating a post-truth era with examples such as the differing opinions and responses held by governments and citizens towards public health safety measures during the COVID-19 pandemic, as well as the prevalence of deep fakes on social media platforms enabled by the accessibility of generative artificial intelligence (AI). Given these challenges of the 21st century, what should be the role of science education in helping people navigate the post-truth era? ISEC 2024, through the theme of “Science Education’s Responses to the Post-Truth Era”, invites science education scholars to propose, deliberate and critique ways to achieve appropriate and relevant roles that science education should take within the next decade in the post-truth era, through the following strands.