Ecoliteracy competencies: A systematic literature review of domains, approaches, and impacts in education
Warda Murti 1 2 , Fatchur Rohman 1 * , Murni Sapta Sari 1 , Ibrohim Ibrohim 1
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1 Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Malang, INDONESIA2 Faculty of Teacher Training and Education, Universitas Muslim Maros, South Sulawesi, INDONESIA* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 8, August 2025, Article No: em2677

https://doi.org/10.29333/ejmste/16658

Publication date: 01 Aug 2025

Online publication date: 28 Jul 2025

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Article Downloads: 29

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