BP influences STEM education and promotes oil industry interests

Oil companies have inserted themselves into the education systems of the United States and United Kingdom with positive and negative ramifications. Researchers refer to this participation as “petro-pedagogy”, or teaching practices and resources designed to align with the interests of oil companies. Oil companies develop materials, provide teacher trainings, and actively participate in education systems, which gives them a unique opportunity to shape the narrative surrounding fossil fuels and climate change to fit their agendas. Some of these corporations support anti-science rhetoric, yet others have supported STEM education models and served their interests by promoting pro-business practices and values through these models. STEM education models, however, are not without criticism, with some scholars deeming the model problematic because it encourages an acritical understanding of STEM narratives. This study focused on oil companies with ties to education in the United Kingdom. The researcher investigated the history and development of the oil sector's corporate involvement in public education, as well as determine the levels of involvement in formal and non-formal education today.

The researcher conducted online keyword searches to identify the major corporations operating in the UK and their links to formal or non-formal education sectors; they decided to use BP as a case study because of their extensive involvement in UK education systems. Also, because there is a lack of research regarding the participation of fossil fuel companies in primary and secondary level education, the focus was narrowed to these grade levels. Further online keyword searches were conducted to identify connections between BP and various actors or education organizations in the UK. Once links were uncovered, the actors or organizations were further researched. The researcher also conducted six interviews—four with individuals involved in STEM education programs and professional development, one with a journalist researching fossil fuel involvement in the UK education systems, and one with a partner in one of BP's educational projects. The researcher noted that the interviews supported previous research findings.

While BP's curriculum was developed with teachers and other educators to fit UK national standards and does not all directly relate to fossil fuels, the researchers found that there were components of the curriculum that promoted industry interests. For example, the climate change curriculum shifted responsibility away from fossil fuel consumption and towards population growth, farming, and deforestation. The researcher noted that generally, when the curriculum themes were close to BP business interests, they became more subjective and problematic. Also, BP claimed that their curriculum is widely used in schools, however, the researcher found that only two out of the four educators interviewed for the study stated that the BP curriculum is widespread. One teacher did relay that while some curriculum components were highly recommended, but they did feel that educators should investigate the industry resources used in the classroom.

The researcher also found that BP has connections to 42% of the named STEM education organizations in the UK. This participation in the educations system has been supported by the government, which pushed to increase business involvement in STEM education to bolster the economic and business value of the field. As a result, BP also has influence over professional development opportunities for current and future teachers. Finally, the researcher noted that BP funds education research that aligns with its interests and provides support for STEM education initiatives.

This study had limitations. Because the research took the form of a case study centered around BP's involvement in the UK's educational systems, the findings are not necessarily applicable to other companies or countries. Interviews were also conducted with only a small sample of individuals.

The researcher recommends evaluating the current STEM education model and making adjustments that will encourage students to analyze and evaluate political, business, and other topics rather than viewing them without criticism. This would make the STEM model less susceptible to influence by fossil fuel companies in addition to being beneficial for students.