Contemporary youth are coming of age amid overlapping global crises such as climate change, widening inequality, surveillance capitalism, and political instability. These challenges are complex and interconnected, often exceeding the scope of traditional education. At the same time, young adult (YA) dystopian fiction, often dismissed as escapist, has emerged as a cultural space where these anxieties are reframed into narratives of resistance, resilience, and transformation. This chapter asks: How can YA dystopian fiction support sustainability education? Through an interdisciplinary approach that combines literary analysis, environmental sociology, and reader reception theory, it examines The Hunger Games, Divergent, and The Maze Runner. Findings suggest that YA dystopias translate abstract crises into personal stakes, enabling young readers to engage with questions of identity, justice, and survival. Literary analysis highlights critiques of systemic oppression, environmental sociology reveals implicit sustainability lessons, and reception studies demonstrate the texts’ pedagogical value in fostering reflection and civic participation. While not solutions in themselves, these narratives can serve as starting points for sustainability education when framed through critical media literacy, encouraging ethical questioning, civic imagination, and transformative engagement with urgent global challenges.