In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society's decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.