Ecoliteracy competencies: A systematic literature review of domains, approaches, and impacts in education
Warda Murti, Fatchur Rohman, Murni Sapta Sari, Ibrohim Ibrohim
Source abstract
Ecological education is often regarded as a supplementary topic, limiting access to ecological materials and hindering the development of ecoliteracy. This study systematically reviews 40 Scopus-indexed articles (2015-2024) using PRISMA methodology and thematic analysis to explore the domains, approaches, and impacts of ecoliteracy in education. Five key domains are identified: ecological knowledge, critical thinking, environmental awareness, practical application, and active participation. Effective approaches, such as experiential learning, are highlighted as empowering strategies that connect education to real-world experiences and foster critical engagement with environmental issues. This study underscores the importance of integrating ecoliteracy into formal curricula to build competencies for addressing global ecological challenges. As a key contribution, the research provides evidence-based recommendations for enhancing ecoliteracy globally, offering a foundation for developing educational policies that support sustainable learning. The findings are globally relevant, providing new directions for both research and educational practice.<b> </b>
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