Integrative approaches to education have aroused interest within the international agenda in relation to the complexity of environmental issues (Rieckmann, 2017). Environmental projects open possibilities to integrate several school subjects and could enable students meaning-making and action-taking. This poster is an attempt to understand the meaning of trans-disciplinarity in educational research in relation to environmental issues, considering a pluralistic approach to embrace and understand perspectives from several actors. Science research has studied factors affecting students’ engagement and the value of scientific literacy and citizenship for progress and agency (DeWitt et al., 2016; Moote et al., 2020). Science capital is a framework that can be used for explaining the nature and pattern of aspirations and educational participation which are affected by internal factors, interest and motivation, as well as external factors, teaching methods and interactions with family, students, and teachers. These factors have the potential to influence a young person’s identity, prospective participation and societal engagement (Godec et al., 2018). In mathematics education the Critical Mathematics Educational framework (Barwell & Hauge, 2021), presents a trans-disciplinary model based on the so-called post-normal-science and Skovsmose’s work on reflective knowing. In this poster we aim to analyze students' critical understanding of the role of mathematics and science on environmental issues such as Climate Change and to contribute to the preparation of future citizens who could act upon unsolved problems. We argue that trans-disciplinarity can open possibilities of accumulation of science capital and can generate interest in science, mathematics, and STEM careers. This can be done through active participation by actors outside academia in educational settings through collaborative projects with teachers, students, and researchers (Block et al., 2019; Wright, 2021). We visualize transdisciplinary approaches of education in our chaotic times as an antidote of salvation and as a possibility to understand and tackle the problems from different angles in an affirmative way. We imagine this to be one way of supporting students in putting education and knowledge in a larger, societal setting.