Keywords:
eco-literacy
environmental education
environmental literacy
sustainability
SLR

  • Abstract

    Environmental literacy is essential for addressing today's ecological challenges and ensuring a sustainable future. Recognizing its critical importance, fostering environmental literacy must commence early, particularly within elementary and early childhood education. This study examines environmental education (EE) trends within science classrooms and their impact on students' environmental literacy development. A systematic literature review (SLR) was conducted by screening 3,977 articles indexed in the Scopus and Web of Science databases, resulting in 28 studies selected through stringent inclusion and exclusion criteria based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A qualitative content analysis was then performed to synthesize and categorize the findings. The review indicates that various EE approaches, including digital learning activities, outdoor experiential education, and collaborative projects, effectively nurture students' environmental literacy. The findings underscore the necessity of cultivating cognitive knowledge, critical thinking skills, emotional engagement, and a robust sense of environmental stewardship among young learners. Developing these competencies is pivotal for shaping future citizens capable of driving positive ecological and societal change. Furthermore, integrating real-world environmental challenges into EE curricula significantly enhances students' engagement, contextualizes abstract scientific concepts, and strengthens problem-solving abilities. These insights highlight the urgency of designing experiential, contextually grounded, and action-oriented educational strategies to maximize the development of environmental literacy from an early age.

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Naila, I., Suwono, H., & Susilo, H. (2025). Trend research and future directions of environmental literacy education in elementary school: A systematic literature review. Multidisciplinary Reviews, 9(5), 2026161. https://doi.org/10.31893/multirev.2026161
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