<![CDATA[Education is essential for tackling worldwide issues like environmental challenges, social disparities, and food availability. Nevertheless, the advancement of sustainable education in high schools often faces obstacles due to scientific divides and disjointed curricula, which result in students having only a limited grasp of sustainability topics. This article intends to explore how combining different fields of study can be a key method for creating sustainable solutions within schools. The research employs a library-based methodology using a descriptive-analytical qualitative style, focusing on examining scholarly literature and analyzing secondary data. Findings show that an interdisciplinary approach in educational settings can be effectively implemented through a strategically designed thematic- integrative learning model. Comprehensive solutions in classrooms are realized by integrating three main scientific viewpoints: bayani as the ethical-moral base, burhani representing empirical-scientific evaluation, and irfani embodying the essence of social compassion. Additionally, the article highlights the necessity for this integration model to progress toward the Transintegration of Science guided by Systemic Thinking, in order to navigate the complexities of modern society. By employing systemic processes, global issues are treated as a unified collection of interconnected and mutually reliant components. The study concludes that achieving sustainable solutions over the long term necessitates a shift from interdisciplinary methods to strong transdisciplinary collaborations among schools, families, and local communities, encouraging genuine actions that extend beyond the classroom. Keywords: Disciplinary Integration, Thematic Learning, Transintegration of Science, Systemic Thinking, Sustainable Solutions.]]>
