This chapter theorizes Visions I, II and III of science education and scientific literacy based on different ontological/epistemological/axiological positions, worldview perspectives, educational philosophies, selective teaching traditions, and some other educational-philosophical frameworks. Vision III can be connected to an integrative worldview, responsibility, moral-philosophical-existential-political alternatives, and socio-political actions. A point of departure is awareness that we are living in the Anthropocene era. The theorization is mainly based on posthuman and critical-eco-reflexive Bildung perspectives. Bildung has a long and multifaceted history of ideas including, for instance, humanistic values, transparency for spirituality, and critical-democratic citizenship. An integrative worldview can be described with terms like: systems thinking, relationality thinking, spiritual knowledge, place-based knowledge, holism, complexity, plurality, reflective mindsets, and transformation. Didaktik can be seen as the ‘profession discipline’ for teachers. Regarding education, didaktik and Bildung have a common history of ideas. A main idea of didaktik is that teachers have agency to make responsible choices in relation to development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers that can be of help in their didaktik choices. With one word, it can be called didaktik models. In this chapter, focus is on didaktik models supporting socio-political transformation of science and technology in school and society. In the end of the chapter, two new didaktik models are presented, one about connections between different worldviews and educational views, and one with important keywords for Vision III-oriented didaktik that may support teaching for socio-political transformation.