This chapter is written by Dr. Richard L. Wallace. Education organizations should be organized to cultivate capacities to solve problems amid cognitive, physical, and societal challenges. New thinking is needed to formulate education to respond to increasingly chaotic environmental changes that pose such challenges. This chapter examines a policy problem in higher education, focusing on the types of environmental programs and curricula needed for integrative and problem-oriented learning. Using the intellectual tasks of problem orientation, this chapter identifies conditions and recommendations to help orient environmental studies and sciences education in universities to empower students with agency and give them the knowledge and skills to be constructive citizens and leaders of society as they learn to address diverse, growing environmental and societal challenges.