Abstract:In the modern field, science is no longer confined to the laboratory and the scientific community, but is deeply integrated into all fields such as poli tics, economy, society and culture. The inward-looking scientific culture is losing its legitimacy, and scientists are expected to take on more diversified social responsibilities. Professional skills alone are no longer sufficient to cope with the demands on scientists in the modern arena, and future-oriented scientists need higher-order competencies to promote the healthy development of science and technology in a holistic manner. In order to cultivate scientists who can adapt to the modern field, this study innovatively proposed the 3S rapprochement of sci ence education, i.e., the in-depth integration of science, technology, engineer ing, and mathematics (STEM) education, sustainability education (SE), and so cial-emotional learning (SEL), which constructed a framework of science educa tion with STEM as a scalar, SE as a vector, and SEL as a tensor, and was commit ted to cultivating scientists of the future for the realization of healthy scientific and technological development. 3S should promote and integrate with each other, but at present, each of them is developing independently, and although there are frontier explorations of the integration of two or two of them, there is still a lack of conceptual innovation to consider and promote the three as a whole. Scientific mind, “humanitarian aspiration” and “pro-sociality” of students, providing new ideas for cultivating outstanding scientists who will lead the development of sci ence and technology in the future
