Opportunities and challenges of implementing ecoliteracy in Indonesian elementary schools: A systematic review

Reni Marlina; Sekar Purbarini Kawuryan; Ujang Sugara; Kadek Putri Yamayanti; Gerawati Krismonika

doi:10.26740/eds.v10n1.p135-148

Authors

Reni Marlina Elementary Education, Universitas Negeri Yogyakarta, Sleman
Sekar Purbarini Kawuryan Elementary Education, Universitas Negeri Yogyakarta, Sleman https://orcid.org/0000-0002-5711-3888
Ujang Sugara Elementary Education, Universitas Muhammadiyah A.R. Fachruddin, Tangerang https://orcid.org/0009-0002-1800-2533
Kadek Putri Yamayanti School of Languages, Literatures, Cultures and Linguistics, Monash University, Melbourne https://orcid.org/0009-0003-6307-7427
Gerawati Krismonika Education and Learning, University of Turku, Turku https://orcid.org/0009-0002-0166-9606

DOI:

https://doi.org/10.26740/eds.v10n1.p135-148

Keywords:

Ecoliteracy , Elementary education, Opportunities and challenges , Systematic review

Abstract

The ecological crisis is a matter of concern for everyone and cannot be ignored. To address the ecological crisis, ecological literacy is being considered for teaching children as early as elementary school. Ecoliteracy is crucial from the elementary education level, as it lays the foundation for future life. However, to date, there has been no clear picture of the appropriate implementation of ecoliteracy in the context of elementary education in Indonesia, as well as the opportunities and challenges that may arise in the future. This study aims to identify the opportunities and challenges of implementing ecoliteracy in elementary schools through the Systematic Literature Review (SLR) method of various Scopus-indexed articles published between 2020 and 2025. The findings indicate that ecoliteracy has significant potential for implementation in Indonesian elementary schools due to its flexibility, support from a wealth of natural resources, and the integration of local wisdom. Ecoliteracy implementation can be integrated through the Pancasila Student Profile Strengthening Project, nature-based learning activities, and cross-sector collaboration. Furthermore, the potential for cross-sector collaboration and the use of the surrounding environment as a living laboratory also enrich students' learning experiences. However, the main challenges lie in a weak culture of discipline, teachers' limited understanding of the holistic concept of ecoliteracy, and the absence of curriculum policies that explicitly prioritize ecoliteracy. Therefore, implementing ecoliteracy in Indonesian elementary schools requires consistent policy support, improved teacher competency, and strategic partnerships with various stakeholders to serve as the foundation for sustainable education in the future.

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