Guoyan Wang

This study provides a macro-level analysis of the professionalization status of science communication in higher education, with China as the focal point. China is currently in a critical period of building itself into a scientific and technological powerhouse. The release of the National Action Plan for Scientific Literacy (2021–2035) has set clear goals for improving public scientific literacy and emphasized the continuous improvement of the science education and training system. This presents unprecedented opportunities for science communication education. The growing societal recognition of the value of science has also created a favorable environment for science communication. However, professional education in science communication faces numerous challenges. Drawing on the practical experiences of universities involved in science communication talent cultivation—such as the University of Science and Technology of China, Soochow University, Beihang University, and Shanghai Jiao Tong University—this study systematically summarizes the current state, achievements, and difficulties in the professionalization of science communication education. On the one hand, there is a misalignment between the professional positioning of science communication and the discipline system recognized by the Ministry of Education. Under the current degree-granting framework, no existing discipline officially lists science communication as a degree program, making it impossible to confer corresponding degrees. As a result, the cultivation of science communication talent is scattered across disciplines such as journalism and communication, education, and history of science, existing only as fragmented specializations. On the other hand, career pathways for science communication professionals remain obstructed. While there is a theoretical societal demand for such talent, science popularization departments are often public institutions with highly complex and competitive recruitment processes. Against this backdrop, degree-based education in science communication struggles to survive in a marginalized state. Meanwhile, there is an increasingly urgent call for training programs tailored to science communication practitioners. In recent years, this pathway has gained recognition through a nationally accredited professional title system. Informal education for science communication practitioners, particularly skill enhancement in digital and AI-driven environments, has become a significant topic of discussion.