The traditional classroom could not offer substantial learning experience when the learning concepts and contents are becoming complex in the context of social issues which transcending across learning borders. In this article, it tries to find out that normal science conducted in traditional classroom environment could still provide learning but not enough to substantiate knowledge and skills needed to deal with socio-scientific issues complexities. This study assesses and evaluates the level of engagement of learners in the re-oriented learning activity which is beyond the classroom and engages the real community and environment that was introduced through socio-scientific approach by utilizing the concept of the school-based learning project (SBLP). The pilot schools in 3 from the 5 countries involved (Thailand, Philippines, and Indonesia) a year after the project conclusion. The methods used were the actual and unstructured interview for the students and focus group discussion for the teachers involved. Sustainability science framework and the outputs-outcomes continuum were used as tools to measure the engagement level of the students and teachers in the SBLP. The results suggest that there was significant relevance when the teachers understood better which enable them to provide more re-orientation between the normal science in a traditional classroom and post-normal science in the current environment.