This paper reviews and discusses “didaktik models” and “wisdom pedagogies” for socio-ecojustice-oriented science education. The discussed models and pedagogies are driven by environmental citizenship and Vision III of scientific literacy and science education. Vision III emphasizes transdisciplinarity, relationality and responsibility as well as moral-philosophical-existential-political alternatives and sociopolitical actions. A point of departure is an awareness that we are living in a post-pandemic world in the Anthropocene era. A main idea of didaktik is that teachers have the agency to make autonomous and responsible choices in relation to curricula interpretations, pedagogies and the development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers, which can be supportive of their didaktik choices. With one word it is called didaktik models. Their role is to bridge theory and practice. From the perspective of eco-reflexive Bildung, the main interest in this paper is didaktik models enhancing eco-reflexivity among students. The paper suggests an integrative didaktik model for complex and sociopolitical socioscientific issues education. Typically in “science-in-context”-education models, teaching is made in the following sequence: (1) engage, (2) explain as a result of teaching, (3) elaborate, (4) explore, (5) take action, and (6) evaluate. Such a sequence is in the new integrative didaktik model placed in a “Vision III-atmosphere”.