<![CDATA[Higher education in the 21st century is expected to produce graduates who are not only intellectually excellent but also possess reflective spirituality, SusNess (SusNess), and CREPs (CREPs). However, science learning practices in universities still tend to focus on cognitive aspects, thus lacking in fostering spiritual reflection, ecological empathy, and sustainable action. This study aims to develop the design of the TABS (TABS) learning model, which integrates the Tadabbur Alam, Biomimicry, and STEAM approaches to cultivate reflective, creative, and sustainability-oriented students. The method used is a Systematic Literature Review (SLR) of 63 published scientific articles from 2015–2025 that are relevant to science education and Education for Sustainable Development (ESD). The findings indicate that integrating Tadabbur Alam, Biomimicry, and STEAM effectively enhances students’ scientific creativity, ecological empathy, and spiritual reflection. These three approaches complement one another in fostering SusNess through value reflection and contextual experiences, as well as developing CREPs (CREPs) through sustainable scientific innovation. The synthesis results in an eight-stage TABS model that combines observation, reflection, innovation, and sustainable action, offering a holistic and contextual science learning framework to strengthen Education for Sustainable Development (ESD) in higher education.]]>
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