The present problems we are experiencing such as unemployment, poverty, crimes, environmental degradation, pollution and other issues maybe directly or indirectly attributed to our education system 25-30 years ago. The examination oriented education system somehow caused the fragmentation of our learning system which severely undermined the true process and purpose of learning. In this paper, we are trying to figure out how to reconnect the “disconnected learning strand” that compromised the elements of sustainability and lifelong learning. Capitalizing on socio-scientific issues such as environmental degradation, global warming and climate change, authors will present a learning approach designed by teachers wherein the learners were heavily involved in the implementation of the school-based learning project aimed to address these socioscientific issues. Outputs suggest that as long as the learners are given enough opportunity, time and space to make connections with what they learn in the classroom and with their own immediate environment, they could achieve substantially the desired learning outcomes and all other skills for lifelong learning.