Socio-scientific inquiry-based learning (SSIBL) engages learners with local and global issues in which science and technology are interwoven, aiming to empower them to become active agents of change for their local communities. Within the PARRISE project, we worked with pre-service teachers on prioritising an "it matters" approach to science education using strategies presented in this article. Using the chemistry curriculum, consumerism and the overuse of the Earth's resources as linked contexts, we discuss strategies for enabling students to raise authentic inquiry questions, for considering the ethical dimensions of technology use, and for working with evidence when learning about climate change.