Ralph Meulenbroeks appointed Professor of Scientific Literacy
"You learn the most about leadership in front of a classroom"
According to Ralph Meulenbroeks, Scientific literacy is essential for participating in a modern society. As of 1 March, he has been appointed Professor of Scientific Literacy at Utrecht ľϸӰ. In his new role, Meulenbroeks will focus on the impact of artificial intelligence in education, student motivation, and the interaction between science and society. “Education is increasingly about critical thinking, curiosity, and the courage to question.”
“The moment you walk into a classroom, high school students start testing you,” Ralph Meulenbroeks recalls his early days as a secondary school physics teacher. “If you're not clear or come across as unsure, they’ll tear you down without mercy. But that’s exactly what makes it so fascinating.” He describes that time as formative—not just in terms of teaching skills, but especially when it comes to personal leadership. “Teaching a class really pushes your personal development. Teenagers are razor-sharp. I probably learned the most there about authenticity—daring to be yourself in front of a group.”
Meulenbroeks, recently appointed Professor of Scientific Literacy at Utrecht ľϸӰ, has had a career as diverse as his interests: a PhD in plasma physics, a brief stint in the corporate world (“not a place that made me happy”), followed by years as a researcher, musician, teacher, and ultimately educational innovator. Since last year, he’s also been head of the Freudenthal Institute. “I try to do as many things as possible that genuinely interest me—not just because they’re expected of me.”
Many definitions
The concept of scientific literacy has existed for over sixty years, but according to Meulenbroeks, there are now at least a hundred different definitions floating around. He sums it up in three pillars. “First, you need a foundation of basic concepts: what’s a cell, what is evaporation, what is electricity? But also numeracy—being able to calculate and having a feel for numbers and quantities.”
The second pillar is understanding the scientific process itself. “How does science arrive at conclusions? That measurements are always approximate, for example, and that uncertainty is part of science.” Finally, it’s about the relationship between science and society. “Why is a peer-reviewed article more trustworthy than a Facebook post? And what does that say about the role of science in our society?”
I try to do as many things as possible that genuinely interest me—not just because they’re expected of me.
AI and motivation
In his new role, Meulenbroeks wants to focus on two major themes. The first is the impact of generative AI in STEM education. “A lot of people ask what is or isn’t allowed with tools like ChatGPT. But I’d rather ask: what do we actually mean by good STEM education, and what do we truly want people to learn? Only then should we ask: what role does GenAI play in that? When do you trust an answer, and how do you teach critical thinking in the GenAI era?”
The second theme is student motivation. “Why does someone choose a certain field? Why are fewer and fewer students opting for science and technology tracks? I find that incredibly interesting. I think the emotional side of learning—motivation, meaning, personal relevance—is often overlooked.”
A natural next step
His appointment as professor felt like a natural progression. “The step from associate professor to full professor is actually smaller than the one I made last year, becoming head of an institute.” Still, he sees the new position as giving him more space to explore his key themes—from GenAI in the classroom to addressing the shortage of science teachers. For Meulenbroeks, education isn’t just about transferring knowledge—it’s about shaping scientifically literate citizens. “The mission of the Freudenthal Institute is ‘Scientific Literacy for Life.’ That says it all, really.”