College Science Students’ Learning Sustainability at the Intersection of Science, Technology, and Society

This qualitative study examines how 135 college students in Türkiye construct their understanding of sustainability within a Science-Technology-Society (STS) framework. Students responded to questions designed to explore their reasoning about sustainability-related socio-scientific issues. Using thematic analysis, the study examines how students conceptualize the relationships among science, technology, and society. Findings revealed that students adopted systems-oriented perspectives, recognizing the complex interconnections among scientific innovation, technological development, societal needs, and ethical responsibility rather than a linear model. Discussing sustainability provides insight into people’s inner lives and how we project ourselves to the world through a transformative learning experience. The results suggest that STS-integrated curricula can facilitate transformative learning by supporting students in developing reflective, ethically grounded identities as future scientists and engineers.