Shifting away from global trends? Examining the representation of the nature of science in the Flemish curriculum in an international policy context

International educational initiatives increasingly emphasise the inclusion of the nature of science (NoS) in the science curriculum to develop essential scientific competencies, but it remains unclear whether national curricula have followed suit. This study compared Flanders’ 1997 and 2023 science curricula to explore the shifts in the inclusion of NoS elements. Using the Family Resemblance Approach (FRA) as an analytical tool, the study examined how NoS is represented across two key dimensions: the cognitive-epistemic and social-institutional systems of science. Findings reveal a decline in explicit NoS educational goals, particularly within the social-institutional system, where most categories received little or no attention in the 2023 curriculum. Such a shift moves the curriculum further away from international science education ambitions and raises concerns about its ability to foster essential science competencies for students. To address these gaps, the study proposes modifications aimed at achieving a more holistic integration of NoS in the Flemish science curriculum. This study offers insights into the misalignment between localised education policy and evolving international standards like PISA 2025, contributing to the wider conversation on curriculum reform.