BP influence fuels UK STEM education controversy

Published: 16 January 2026. The English Chronicle Desk. The English Chronicle Online.

BP influence in UK education is facing renewed scrutiny as campaigners claim the energy giant exerts an insidious control over STEM teaching through its ties with the Science Museum. Documents obtained under freedom of information laws reveal that BP funded research which directly shaped the Science Museum Group academy, a teacher training programme now sponsored by the company. The academy has delivered over 500 courses reaching more than 5,000 educators, raising concerns about the neutrality of its educational content.

Critics highlight that the collaboration contract, called Enterprising Science, explicitly required BP’s approval for any major decision, suggesting a significant level of influence over educational strategy. Chris Garrard of Culture Unstained described the arrangement as “calculated and insidious,” stressing that fossil fuel companies should not shape learning environments for young people. He argued: “We wouldn’t permit tobacco companies to influence curricula, so why allow BP, which continues to expand oil and gas drilling despite climate warnings, to guide STEM education?”

The Science Museum defended its partnership, stating that while BP provides funding for the academy, it maintains full editorial control over all research and teaching materials. A spokesperson explained: “Sponsorship from companies like BP is essential to our mission to inspire millions annually. However, all training and resources are independently developed and managed by the Science Museum Group.”

BP emphasized that the academy, founded in 2018, continues to support educators by delivering interactive STEM experiences both inside classrooms and beyond. Despite these reassurances, the museum’s relationship with BP has attracted ongoing criticism, especially after the company abandoned climate targets to prioritize fossil fuel production.

Garrard pointed to a growing ethical concern among students and teachers, noting that young people are increasingly rejecting careers in fossil fuel industries. He questioned the museum’s stance, asking whose interests are being served when it aligns with a company facing a recruitment crisis due to climate opposition.

The National Education Union’s green representative, Helen Tucker, confirmed rising unease among teachers about involvement with the academy. She stated that educators are questioning the ethics of participating in programmes overseen by a corporation “actively contributing to climate change.” She further urged schools to resist industry greenwashing and emphasized the union’s ongoing support for the Science Museum boycott until fossil fuel influence is removed from STEM education.

This boycott has already attracted significant support, with over 400 teachers and scientists pledging to avoid the museum’s programmes in 2022. Critics argue that the partnership threatens the independence of science education and risks normalizing fossil fuel influence in classrooms. The debate has intensified as educators, parents, and climate groups increasingly demand transparency regarding corporate sponsorship in publicly funded institutions.

Observers note that such corporate influence is not unique to the UK, as museums and educational institutions worldwide face similar scrutiny over funding from companies with vested interests in controversial industries. In the UK, however, the debate is particularly sensitive due to the national emphasis on STEM skills and the urgent climate agenda. Campaigners stress that allowing BP influence in education could subtly shape curricula to downplay climate science and fossil fuel impacts.

In response, some educators suggest developing alternative training models that are fully independent of corporate funding. Proposals include government-backed programmes and partnerships with climate-focused NGOs, ensuring that STEM education remains impartial and centered on evidence-based science. These measures aim to protect students’ understanding of environmental challenges while maintaining high-quality teacher training standards.

The Science Museum has indicated openness to dialogue with critics but insists that sponsorship is critical to sustaining educational programmes. Meanwhile, campaign groups argue that continued association with BP undermines the credibility of the museum and compromises the integrity of STEM education. Public petitions and social media campaigns continue to gain momentum, reflecting widespread concern over fossil fuel companies’ involvement in shaping young minds.

As the debate unfolds, the tension between corporate funding and educational independence remains at the forefront. Many educators are calling for clear guidelines on industry influence, emphasizing that educational content must prioritize scientific accuracy over corporate interests. The ongoing controversy underscores the broader challenge of balancing necessary funding with ethical responsibility in publicly accessible educational institutions.

BP’s ties to the Science Museum serve as a high-profile example of the broader issues around corporate involvement in schools. Campaigners argue that allowing fossil fuel giants to sponsor programmes influencing thousands of teachers risks creating a generation of students exposed to biased perspectives. The situation continues to spark debate across media, educational circles, and climate advocacy groups.

With growing teacher boycotts and vocal public criticism, the Science Museum faces increasing pressure to reconsider its funding sources. Advocates for independent education warn that failing to address BP influence could result in long-term reputational damage and reduced trust among educators and students alike. As discussions continue, policymakers and educational authorities are being urged to review how public institutions interact with corporate sponsors, ensuring that STEM learning remains free from undue commercial influence.

The controversy surrounding BP influence in UK STEM education highlights an urgent need for transparency, independent oversight, and ethical responsibility in publicly funded institutions. Observers emphasize that the integrity of science education depends on resisting undue corporate influence while providing high-quality teacher training. How the Science Museum responds could set a precedent for managing corporate sponsorship in educational programmes across the country, shaping the future of STEM learning for years to come.

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