FROM KNOWLEDGE TO SUSTAINABILITY: REIMAGINING SCIENCE EDUCATION FOR A CHANGING WORLD

Science education has traditionally emphasized the acquisition of scientific knowledge, concepts, principles, and procedural skills. However, the accelerating challenges of climate change, biodiversity loss, environmental degradation, resource scarcity, technological transformation, and social inequality require a broader conception of what science education should accomplish. This study aims to critically examine the transformation of science education from knowledge-centered learning toward sustainability-oriented education that develops scientific understanding, systems thinking, critical thinking, problem solving, environmental responsibility, and students' capacity to participate in addressing complex societal challenges. This study employs a qualitative library research approach through a critical analysis of scholarly literature concerning science education, sustainability education, environmental education, scientific literacy, systems thinking, climate change education, and education for sustainable development. The findings indicate that scientific knowledge remains essential but is insufficient when separated from contextual understanding, ethical reasoning, interdisciplinary perspectives, and action-oriented learning. Sustainability-oriented science education provides opportunities to connect scientific concepts with authentic environmental and social problems, encourage inquiry and systems thinking, strengthen students' scientific literacy, and develop responsible decision-making. Nevertheless, the literature also reveals challenges related to fragmented curricula, limited teacher preparedness, insufficient interdisciplinary integration, and the tendency to treat sustainability as an additional topic rather than a transformative educational orientation. The study argues that science education should move from knowledge transmission toward transformative learning in which students use scientific knowledge to interpret complex systems, evaluate evidence, consider multiple perspectives, and formulate responsible responses to sustainability challenges. The study proposes a human-centered and sustainability-oriented framework that integrates scientific knowledge, systems thinking, critical inquiry, ethical responsibility, and action competence. Such a transformation can position science education as an important foundation for preparing learners to participate meaningfully in creating a more sustainable future.

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