In today's classrooms, science teaching expertise demands skilful balancing of varied and emerging science content alongside pedagogical knowledge, knowledge of students and a learning context that is continuously changing. Global challenges like climate change, social inequality, public health issues, environmental degradation and food insecurity, demand immediate attention at all levels. In science education, adaptive expertise is essential for teachers, enabling them to respond to novel challenges, integrate emerging scientific advancements, and address diverse learner needs. Hatano and Inagaki (1986) introduced the notion of adaptive expertise as the ability to apply knowledge flexibly and creatively in response to new situations. At the same time, Shulman (1986) introduced pedagogical content knowledge (PCK) as the professional knowledge of teachers which integrates knowledge of subject matter, pedagogy and context to inform effective teaching practices. This conceptual paper explores how the constructs of PCK and Adaptive Expertise can complement each other, emphasising their functions in enabling teachers to successfully navigate the complexities of contemporary science teaching and learning. The study discusses the development of Adaptive Expertise as a key focus for teachers to handle the uncertainty of a changing society, technology development, emerging sciences and a changing student population. Exploring Adaptive Expertise through the lens of PCK might provide a better understanding and support the professional development of teachers in an uncertain society and a rapidly evolving educational landscape.