The article discusses the distinction between the science, technology, and society (STS) movement and the domain of socioscientific issues (SSI). While STS education often lacks a coherent developmental or sociological framework, SSI focuses on empowering students to consider how science-based issues reflect moral principles and virtues. The paper presents a research-based framework for SSI education, emphasizing the importance of psychological, sociological, and developmental factors in fostering moral and ethical reasoning. It highlights the need for a coherent conceptual model that addresses the nature of science issues, classroom discourse, cultural issues, and case-based issues. The framework aims to promote functional scientific literacy by integrating moral development with scientific understanding. The article also critiques STS education for its lack of focus on ethical issues and moral development, suggesting that SSI offers a more comprehensive approach. It emphasizes the importance of considering students' personal beliefs and cultural contexts in science education. The paper concludes that SSI education should be integrated into science curricula to promote critical thinking, ethical reasoning, and a deeper understanding of the interdependence between science and society.The article discusses the distinction between the science, technology, and society (STS) movement and the domain of socioscientific issues (SSI). While STS education often lacks a coherent developmental or sociological framework, SSI focuses on empowering students to consider how science-based issues reflect moral principles and virtues. The paper presents a research-based framework for SSI education, emphasizing the importance of psychological, sociological, and developmental factors in fostering moral and ethical reasoning. It highlights the need for a coherent conceptual model that addresses the nature of science issues, classroom discourse, cultural issues, and case-based issues. The framework aims to promote functional scientific literacy by integrating moral development with scientific understanding. The article also critiques STS education for its lack of focus on ethical issues and moral development, suggesting that SSI offers a more comprehensive approach. It emphasizes the importance of considering students' personal beliefs and cultural contexts in science education. The paper concludes that SSI education should be integrated into science curricula to promote critical thinking, ethical reasoning, and a deeper understanding of the interdependence between science and society.