Science literacy, awareness and attitude enhancement as outcomes of integrating sustainable development concepts and principles in coursework of general ecology was investigated. This study further explored on causal relationships of demographic and other factors to learning and relate them to the students’ capacity for conceptual integration and sustainable practices as a way of life. The utilization of formal science courses as venue for knowledge building and sharing, awareness and understanding of relevant societal issues, and the promotion of sustainable development were accomplished in this study. A module on Ecology integrated with sustainability was developed. Test of Science Literacy (TSL) and Sustainability Awareness and Attitude Inventory (SSAI) were developed to evaluate learning, awareness and attitude. Results were reported as means, standard deviations, and frequencies. Test scores were analyzed by paired samples t - test. Qualitative data were organized into themes and were used as supporting evidences of statistical results. Findings of this study indicated that there was a statistically significant improvement in the students’ science literacy upon completion of the course. Awareness and attitudes toward sustainable living were likewise developed. This study showed that academic programs can be utilized as an effective path for advocacy toward sustainable living.