This thesis considers the literary genre of science fiction as generative of social change. In examining the genre from three different perspectives — the writers, the works and pedagogy — it demonstrates the importance of science fiction as a creative framework through which society can be examined and, as a site from which new ways of thinking may emerge. First-hand qualitative and quantitative data have been used to demonstrate that writers of science fiction purposively create didactic and meaningful work with the intention of influencing the ethical perspectives of their readers. This thesis also undertakes three thematic case studies focusing on ideas about religion, ecology and Artificial Intelligence (A.I.) explored in science fiction. These themes are analysed via an ethical and interpretative method, to distil the core philosophical ideas from six textual examples. In particular, this thesis focuses on Walter Miller Junior’s A Canticle for Leibowitz (1959) and Dumb Waiter (1952), Olaf Stapledon’s Star Maker (1937), Kim Stanley Robinson’s New York 2140 (2017), George Turner’s The Sea and Summer (1987) and Harlan Ellison’s I Have No Mouth and I Must Scream (1967). To conclude this examination of the relationship between science fiction and social change, this thesis presents a tertiary curriculum that utilises science fiction to promote positive social change among students. This thesis presents a unique approach to literary studies. It combines the social science methodologies of data analysis and interviews with close textual readings of selected texts, and finally the practice of curriculum design. In integrating these multiple dimensions, this thesis highlights the intention and potential of the science fiction genre to promote positive collective change. This thesis offers a unique way of evaluating science fiction that is aimed at better understanding real-world challenges, including cultural difference and environmental concerns.