Science and society are inseparably linked, shaping each other in ways that define our world. Recognizing the importance of teaching science for empowering students to take meaningful action toward building sustainable society, Vision III science literacy advocates bridging science education with civic and ethical responsibility, emphasizing the development of competencies that prepare citizens capable of addressing global challenges. Using controversial socio-scientific issues (SSI) as teaching context provides a valuable platform to develop such competencies, as these issues require students to analyze interdisciplinary evidence and consider the social, economic impacts of potential solutions. However, recognizing the unique perspectives individuals bring to the classroom is essential for tailoring effective instruction, particularly with controversial SSIs, as perspectives often shape learning, decision-making, and engagement. This study employed a qualitative approach to understand educators’ needs for teaching complex SSIs, identifying areas for support, and exploring students’ diverse perspectives on issues like climate change and equity. A constructivist grounded theory framework facilitated an in-depth exploration of these nuanced perspectives. This work highlights educators’ lower confidence in teaching complex SSI and their need for targeted professional development. Also, undergraduate students’ learning of SSI concepts in a science literacy classroom context is described. An investigation was conducted of how students develop understanding of the connection between climate change and extreme flooding during an independent activity we designed to foster active learning. This instructional strategy may serve as a model for educators aiming to effectively teach controversial SSIs. Additionally, this study presents a framework illustrating individuals’ diverse approaches to equity in the context of complex, controversial SSI, encompassing perspectives from a narrow individual focus to a critical analysis of broader historical and systemic power dynamics. This framework offers educators a tool to assess students’ perspective of equity, enabling the design of targeted interventions that foster deeper engagement with science issues embedded in social justice. Additionally, it may aid policymakers in understanding how individuals engage with equity dimensions in complex issues across various sectors, given its adaptable nature.