This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment