Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same year as Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III – understood as alternative views to Western mainstream understandings – have been in existence for an even longer period. Different interpretations of Vision III are reviewed. Common interpretations and emphases are (environmental) engagement, pluralism, realising complexity, the political, and responsible knowing-in-action. The article explores how the three visions relate to each other and their different curriculum emphases. Six new curriculum emphases are suggested for Vision III: STS-perspectives (science and technology studies), ethico-socio-political perspectives, agency, philosophical values, cultural-existential perspectives, and embodied knowledge. The article culminates with a suggestion of an integrated conceptualisation of Vision III. Scientific literacy from Vision III-perspectives can be characterised as: based on broad scientific knowings, fundamental and digital literacy, and an understanding of our complex world from pluralistic perspectives (cross-disciplinary, critical, history-philosophy-sociology, intersectionality, indigenous worldviews, relationalism), being engaged and prepared for ‘glocal’ action. In essence, Vision III can be seen as synonymous with critical-eco-reflexive Bildung-oriented scientific literacy and science education.
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