Despite the growing demand for technological literacy and critical thinking in higher education, traditional pedagogical methods often fail to fully engage students in developing these essential skills. Science fiction presents an underutilized yet promising tool for addressing this gap. This study investigates the impact of Science fiction on students' technological literacy, critical thinking, and creative problem-solving abilities in higher education. Using a quantitative research approach, data were collected through a questionnaire survey of 322 students, and statistical analysis was conducted using Statistical Package for Social Sciences (SPSS). Correlation analysis reveals strong positive relationships between Science fiction exposure and technological literacy (r = 0.73), critical thinking skills (r = 0.55), technological understanding (r = 0.69), imagination and creativity (r = 0.45), and analytical thinking (r = 0.78). Further hypothesis testing confirms that students exposed to Science fiction exhibit significantly higher technological literacy and critical thinking skills than those without exposure. Cluster analysis highlights that Science fiction engagement leads to enhanced cognitive development, while mediation analysis demonstrates that imagination and creativity serve as key mechanisms linking Science fiction exposure to technological literacy. Additionally, moderation analysis suggests that prior technology exposure strengthens the relationship between Science fiction and cognitive skill development. These findings underscore the value of integrating Science fiction literature and media into educational curricula to enhance students' analytical and technological competencies. This study contributes to the field by providing empirical evidence of Science fiction's pedagogical potential, advocating for its strategic inclusion in higher education to cultivate well-rounded, adaptable learners in an increasingly technology-driven world.