The modern society can be described as a globalized risk society (Beck, 1992) characterised by increasing complexity and unpredictable consequences of techno-scientific innovations. One example is the “chemicalisation” of our society and bodies. Therefore modern citizens need science and chemical literacy to make informed decisions on sustainability issues (Sjöström, Rauch & Eilks 2015). Scientific literacy is a well-established concept in the science education literature and includes knowledge about (a) scientific concepts and models, (b) the nature of science, and (c) the role of science in society. Traditionally, focus has been on (a), but in recent decades more focus has been put on (b) and (c) (Aikenhead, 2006). A teaching focusing on scientific literacy may have different complexity from being merely technically oriented, via being socio-economically oriented, to being also value-oriented (Pedretti & Nazir, 2011). The same goes for chemistry education, which can have different complexity going from fundamental chemistry, via simple contextualization, to multifaceted problematization (Sjöström & Talanquer, 2014). Such a complex and relevant form of scientific and chemical literacy may be referred to as new Vision III of scientific literacy (Sjöström & Eilks, 2016). It is oriented towards complex sustainability issues, critical perspectives and action competence (Hodson, 2011). Bildung-oriented chemistry education (Sjöström, 2013) is based on such a vision of chemical literacy. Bildung is an educational ideal for citizens and has been described as a central critical concept of modern pedagogy. Bildung-oriented chemistry education co-vers ethical and political dimensions and focuses on meta-perspectives and socio-political ac-tions grounded in a problematizing stance towards the modern risk society (Sjöström, 2013). To this can be added an understanding of the complexity of life and society and their interac-tions, and a responsibility for both individual and collective actions towards socio-ecojustice and global sustainability. Together with colleagues I recently introduced the term “eco-reflexive” for such an approach (Sjöström, Eilks & Zuin, under review). In this presentation I will, except giving a short theoretical background, discuss the implications of eco-reflexive Bildung on chemistry teaching and learning. This orientation can be seen as a merging be-tween the fields of Chemistry Education (CE) and Environmental and Sustainability Educa-tion (ESE) (Wals, 2010). In the latter field “transformative learning” is an important concept (Thomas, 2009).