This paper explores how Integral Ecology can renew the social sciences by offering an epistemological and pedagogical framework for teaching International Political Economy (IPE). While IPE emerged as an interdisciplinary field, contemporary scholarship highlights its fragmentation, Euro-Western epistemological dominance, and the marginalization of ecological and normative questions. Amid overlapping global crises—including climate change, inequality, and epistemic exclusion—there is a growing need for approaches that reconnect IPE analysis with ethical responsibility, relational thinking, and the common good. Drawing on the Integral Ecology paradigm articulated in Catholic Social Teaching, particularly in the encyclical Laudato Si', the paper proposes a framework integrating epistemological, ontological, and normative dimensions of social inquiry. Integral Ecology emphasizes relationality, interdisciplinarity, and ethical reflection, challenging technocratic and reductionist approaches to IPE. Using this framework, the study reviews contemporary IPE scholarship to identify blind spots. Building on these insights, the author designed and taught a pilot undergraduate IPE course at LCC International University (Klaipėda, Lithuania), structured around the principles of Integral Ecology. The course operationalized this paradigm through systems thinking, ethical reflection on human dignity and the common good, and participatory learning linking theory to students' experiences. Pedagogical tools included systems mapping, collaborative research projects, and a climate negotiation simulation. Reflections from the pilot course reveal opportunities and challenges. While students developed awareness of interconnected socio-ecological dimensions of political economy, reliance on conventional IPE concepts remained evident. These findings suggest that integrating Integral Ecology into IPE education requires gradual epistemological transformation and broader curricular change.