Journal of Education, Society and Behavioural Science

Contemporary science education increasingly prioritises the development of cognitive skills such as creativity, critical thinking, and scientific inquiry, as well as the acquisition of environmental awareness, but there is still a significant gap between theoretical knowledge and students' understanding of how their personal consumption habits contribute to environmental, economic, and social harm. This conceptual paper contends that closing this gap necessitates a pedagogical change toward values-based education and transformative learning, which helps students to critically analyse their beliefs, norms, and daily decisions in terms of sustainability. Drawing on empirical evidence and educational research, this study investigates how participatory and action-oriented strategies might help people transition to sustainable lifestyles by transforming cultural norms and developing new consumption habits within environmental limitations. The analysis also shows that, while current curricula effectively convey information about environmental degradation, they frequently fail to incorporate the socioeconomic and ethical dimensions required for students to internalise the personal relevance of sustainability, limiting the potential for genuine behavioural change. By combining literature on transformative pedagogy and values-based instruction, this paper proposes a framework for science education that not only informs students about ecological crises but also empowers them to reflect on the social systems that drive unsustainable consumption, and ultimately encourages the critical agency required for meaningful lifestyle transitions.