We are standing at a crucial point in Western, techno-scientific culture. Faced with profound changes affecting the Earth systems at a global scale, current narratives of technological innovation seek to assuage the urgency of the problems through new and creative solutions. Yet, as Hannah Arendt envisaged already half a century ago,“for the first time in history all peoples on earth have a common present”, even if “this common present is not based on a common past and does not in the least guarantee a common future” (1968, p. 83). More than coincidentally, this growing awareness has brought to the fore the need for new narratives of development, to ensure equity and a diversity of views and modes of living on our shared Planet. A common response in science education has emphasised the progressive enculturation into the subculture of science, weeding out cultural beliefs and misconceptions as well as risk and uncertainty to favour the acquisition of consolidated scientific knowledge. Conversely, an eco-reflexive and ecotransformative education, which draws upon a variety of theoretical contributions and practical approaches, is proposed. This round-table in three parts seeks to explore the potential of such a view within the field of Science and Technology Education. Part A focuses on different models of teaching and education, which take into consideration the global, socio-environmental challenges. Part B addresses the ontological shift from being spectators to active participants in the global environment; taking the lead from Colucci-Gray and Camino (2016), discussion will focus on what methodologies characterise this mode of learning. Part C addresses – based on Sjöström & Eilks (2018) and with further elaboration – a relational and critical Vision III of ST literacy and education. How can it be understood, which are its implications for teaching and ‘knowing-beingdoing’ and for the whole educational system?