This study explores how teaching practices grounded in multiliteracies can support the development of active citizenship in primary science classrooms. The work is based on insights gathered from ten in-service teachers who, after engaging in targeted professional development, created and taught science lessons that emphasized participation, multimodality, and sensitivity to the social and cultural backgrounds of their students. Conversations with the teachers were conducted through semi-structured interviews, and the analysis followed a qualitative approach combining thematic coding with elements of critical discourse analysis. The findings suggest that these lesson designs allowed students to link science learning with civic issues such as environmental care, community well-being, and empathy toward others. Teachers pointed out that tasks involving performance, visual expression, and digital storytelling opened up space for students to voice opinions, consider alternative viewpoints, and engage more actively in discussions that mattered to them. These approaches appeared to strengthen learners’ critical awareness, sense of ethical responsibility, and capacity to act as thoughtful members of society. While Artificial Intelligence tools were introduced to support differentiated learning and help clarify abstract scientific ideas, their classroom use remained limited, often due to practical constraints related to access and infrastructure. From a methodological point of view, the study adopts an inductive design rooted in teachers’ lived experiences, treating educators not only as participants but also as co-constructors of theory through reflective classroom experimentation. Drawing from civic education research, the study emphasizes that weaving civic themes into science education can foster a richer sense of relevance and agency in young learners, helping them see themselves not just as science students, but as future citizens with a role to play. By foregrounding students’ voices and diverse modes of expression, the study also advocates for inclusive pedagogy that respects difference, promotes participation, and actively engages all learners in meaningful educational experiences.

Keywords: Multiliteracies, active citizenship, science education, multimodality, civic engagement, artificial intelligence, inclusive pedagogy.