Climate Change and Environmental Sustainability in Education
Climate Change and Environmental Sustainability in Education (e-ISSN: 0000-0000; p-ISSN: 0000-0000) is a scientific journal focused on integrating climate change awareness and environmental sustainability into educational practices. We are proud to announce that Climate Change and Environmental Sustainability in Education has achieved a significant milestone by being officially indexed in SINTA X, under the decree of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia No: xxx/E/KPT/202x. Published by the Fakultas Sains dan Teknologi, Universitas Nahdlatul Ulama (UNU) Purwokerto in collabration with the Business, Technology, and Sustainability Research Institute (BTSRI), this journal encompasses a wide array of research topics, including but not limited to environmental education, climate change adaptation, sustainability education, green curricula, eco-friendly teaching practices, community engagement, policy advocacy, and the role of education in achieving the Sustainable Development Goals (SDGs). The journal releases biannual issues, published in January–June and July–December, to provide timely and relevant insights that contribute to environmental education and sustainability practices.
Fakultas Sains dan Teknologi, Universitas Nahdlatul Ulama (UNU) Purwokerto
Culturally Based Inclusive Education for Equity and Sustainability
This research discusses an inclusive education paradigm that integrates the values of cultural wisdom as the basis for the formation of an equal, equitable, and sustainable learning environment. Through a qualitative descriptive method with a literature study approach, this study analyzes various current literature published in the last five years and discusses the relationship between culturally responsive pedagogy, educational equity, and social inclusion in the context of modern learning. The results of the study show that inclusive education not only aims to open access to education for all students, but also emphasizes acceptance of social, cultural, economic, and individual abilities as a force in the learning process. The integration of cultural wisdom into learning has been proven to strengthen students' character, foster social empathy, and expand participation and collaboration in the school environment. Teachers and educational institutions play an important role in building an adaptive, reflective, and humanist approach to learning. Thus, inclusive education based on cultural wisdom becomes a strategic foundation in realizing an education system that is just, sustainable, and rooted in universal human and cultural values.
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The Role of Social Education in Developing Students’ Social Awareness and Civic Responsibility
Social education plays a crucial role in preparing students to respond to increasingly complex social realities in contemporary society. Amid globalization, digital transformation, and cultural diversity, education is expected not only to transmit knowledge but also to foster social awareness and civic responsibility. This study examines the contribution of social education to the development of students’ social awareness and civic responsibility in formal educational settings. Using a qualitative descriptive approach through a systematic literature review of publications from the last five years, the findings show that social education enhances students’ critical thinking, empathy, and social sensitivity by linking social concepts to real-life experiences. Contextual, dialogic, and participatory learning approaches also strengthen civic attitudes and encourage active social engagement. Social education functions as a transformative practice that shapes students’ social consciousness and ethical responsibility.
Environmental Literacy in Education: A Literature Study to Support Sustainable Development
Environmental literacy is an essential competence in addressing increasingly complex global environmental challenges, including climate change, ecosystem degradation, and sustainability crises. This study aims to examine the concept of environmental literacy and the role of education in its development through a literature study approach. Data sources were obtained from relevant scholarly articles and academic publications focusing on environmental literacy and environmental education. The findings indicate that environmental literacy encompasses knowledge, awareness, attitudes, critical thinking skills, and active participation in pro-environmental actions. Education plays a strategic role in strengthening environmental literacy through the implementation of active, contextual, and experience-based learning approaches. However, a gap remains between the urgency of environmental issues and existing educational practices. Therefore, the development of systematic and sustainable learning strategies is necessary to enhance environmental literacy. This study is expected to contribute both theoretically and practically to the advancement of education oriented toward sustainability.
Implementation of Green Campus and Students’ Awareness of Higher Education Sustainability
This study analyzes the role and contribution of the green campus concept in achieving sustainable higher education through a literature review of academic publications. The analysis explores how institutional policies, green infrastructure, and student awareness interrelate to foster a sustainability-oriented academic culture. The findings suggest that the success of green campus initiatives relies heavily on the synergy between institutional commitment, leadership engagement, and the active participation of the academic community, particularly students as key agents of change. Integrating environmental education into the curriculum and campus-based activities has been shown to increase ecological awareness, encourage responsible resource use, and promote sustainable behavior. Furthermore, universities that adopt a participatory and collaborative approach in their sustainability strategies tend to achieve better outcomes in innovation, resource management, and community engagement. This study highlights that the green campus concept should not be viewed solely as an administrative framework but as a transformative cultural process that fosters ecological responsibility, social awareness, and long-term resilience within the academic environment, meaningfully contributing to global sustainability goals.
Effectiveness of Climate-Integrated STEM E-Modules on Students’ Environmental Awareness
This study aims to analyze the effectiveness of Science, Technology, Engineering, and Mathematics-based e-learning modules integrated with climate change contexts in improving students’ competence and environmental awareness. The research employed a Systematic Literature Review of peer-reviewed publications published over the last five years. The findings indicate that the implementation of Science, Technology, Engineering, and Mathematics-based e-modules positively contributes to the development of critical thinking skills, conceptual mastery, and environmental responsibility among students. The integration of sustainability issues and digital technology promotes more contextual, interactive, and participatory learning experiences. Furthermore, Science, Technology, Engineering, and Mathematics e-modules effectively cultivate sustainability-oriented attitudes and environmentally conscious character. Overall, the study highlights that developing Science, Technology, Engineering, and Mathematics-based e-learning modules combined with climate change education represents an innovative strategy to strengthen scientific literacy, foster ecological awareness, and advance a sustainable digital learning framework for future education.
Environmental Education in College: The Gap between Student Knowledge, Attitudes, and Behaviors
Global environmental issues, such as climate change, pollution, and ecosystem degradation, demand a real response from the world of education, especially universities. Students are seen as agents of change who play a strategic role in realizing sustainable development. This study uses a literature study method by analyzing academic literature, international reports. The purpose of the research is to examine the level of knowledge, attitudes, and behaviors of students towards environmental issues, as well as to review the implementation of environmental education in universities. The results of the study showed that students have a fairly high level of knowledge about environmental issues, but there is a significant gap between knowledge and real behavior. Cultural factors, social norms, and lack of institutional support reinforce the phenomenon of the attitude-behavior gap. In addition, the implementation of environmental education in higher education is not yet uniform and tends to be partial, with the dominance of additional approaches without thorough integration in the curriculum. Thus, universities can play a more effective role in forming students who not only understand environmental issues, but are also committed to real action for global sustainability.
Copyright (c) 2024 Climate Change and Environmental Sustainability in Education
Project-Based Learning as a Strategy for Strengthening Ecological Literacy in Higher Education
Ecology plays a crucial role in maintaining ecosystem balance, public health, food security, and the economic stability of society. Ecological literacy has become an essential competency in responding to global challenges such as climate change, pollution, and environmental degradation. Education serves as an effective vehicle for fostering ecological awareness by providing knowledge, skills, and values oriented toward sustainability. Nevertheless, higher education institutions in Indonesia still encounter significant obstacles in integrating ecological literacy into their curricula. Project-Based Learning (PBL) emerges as an innovative, student-centered instructional strategy that emphasizes real-world projects to enhance critical, collaborative, and creative thinking skills. Through a literature-based study, this research aims to elaborate on the potential of PBL as a medium for strengthening ecological literacy among university students. Findings indicate that PBL offers an alternative solution to overcome limited learning resources, improve ecological competencies, and cultivate environmental responsibility. Thus, PBL has the capacity to support sustainable education while preparing students as agents of change in addressing complex ecological issues.
Environmental Education on Campus: Strategies to Increase Sustainability Awareness
Climate change, environmental degradation, and excessive consumption are global challenges that demand the role of the younger generation, especially students, as agents of change. This research aims to analyze students' knowledge, attitudes, and behaviors towards sustainability issues and evaluate the effectiveness of the implementation of environmental education in higher education. The method used is a systematic scoping review. The results of the study showed that although students had a high level of knowledge and a positive attitude towards environmental issues, their pro-environmental behavior was not consistent. Inhibiting factors include culture, consumptive habits, and low institutional support on campus. Further analysis shows that innovative learning methods such as problem-based learning, argumentation, and the use of virtual reality and game-based learning are more effective than conventional approaches. However, the implementation of environmental education is still not uniform between universities, so a more contextual and participatory strategy is needed. This research emphasizes the importance of strengthening environmental education to produce students as agents of change in supporting the global sustainable development agenda.
Generation Z Education Based on Green Technology in Climate Mitigation
Climate change increases the frequency of hydrometeorological disasters, such as floods, droughts, and storms, which adversely affect the environment and health, as well as increasing morbidity and mortality rates. Green technology is present as a strategic solution through innovations in waste management, renewable energy, environmentally friendly buildings, and carbon capture technology. However, the main challenge is the low environmental literacy and green technology in Generation Z, even though they are a strategic group that will be the decision-makers in the future. This article aims to explain the role of green technology in climate change mitigation, describe education strategies for generation Z based on Education for Sustainable Development, and document community service practices as a means of knowledge transfer. The method used is Systematic Literature Review. The results of the study show that the application of green technology not only contributes to climate mitigation, but can also be an effective educational instrument through interactive digital media such as webinars, videos, infographics, and gamification. Furthermore, the implementation of Education for Sustainable Development encourages the involvement of Generation Z as agents of change who are able to instill sustainability values and put them into practice.
Generation Z’s Science Literacy in the Digital Age: Facing Challenges and Driving Innovation
Science literacy is a crucial 21st-century skill that enables individuals to think critically, analytically, and creatively when addressing everyday problems and global changes. Generation Z, born between 1997 and 2012, has grown up as digital natives with intensive exposure to information technology and social media. However, their familiarity with technology does not necessarily guarantee deep scientific understanding. Many students still struggle to explain scientific phenomena logically and to apply scientific concepts in evidence-based decision-making. This literature review highlights the challenges of science literacy among Generation Z, including gaps in scientific comprehension, the influence of digital media, and variations in skill levels. Various educational innovations, such as technology-based discovery learning and the integration of augmented reality, provide significant opportunities to enhance student engagement and motivation. This article emphasizes the importance of educational strategies that align the characteristics of Generation Z with science-based technological approaches to optimize science literacy in the digital era.
Implementation of Policies and Success Factors of Green Campus Programs at Universities
Global environmental issues demand the active role of universities in creating sustainability policies and practices through the concept of green campuses. This research aims to analyze the implementation of green campus policies in universities using a literature study method, focusing on academic literature. The results of the study show that the success of implementation is influenced by several key factors, namely regulatory and formal policy support, integration of environmental issues in the curriculum, development of environmentally friendly infrastructure, active participation of the academic community, and the existence of a continuous evaluation mechanism. In addition, funding commitments, integrated strategic plans, and consistent socialization also strengthen program implementation. However, challenges in the form of limited resources, cultural resistance, and the need for strategic adaptation are still obstacles in the implementation of green campuses. This research confirms that green campus is not just a slogan, but a strategic framework that supports sustainable development in higher education. These findings are expected to be the basis for the development of more effective and environmentally oriented higher education policies.
The Role of Information and Communication Technology in Strengthening Ecological Education and Environmental Literacy
Ecological education plays a crucial role in raising public awareness of global environmental issues, fostering caring attitudes, and encouraging active participation in sustaining ecosystems. In the digital era, Information and Communication Technology provides significant opportunities to enhance ecological learning through visual, interactive, and immersive approaches. Various technologies, such as multimedia, computer simulations, Augmented Reality, Virtual Reality, the Internet of Things, and big data, can be utilized to visualize complex ecological concepts, increase student engagement, and deliver more contextual learning experiences. However, the application of Information and Communication Technology in ecological education is not free from challenges, including the digital divide, limited infrastructure, and teachers’ readiness to integrate technology into instruction. This article employs a literature review method to examine the benefits, opportunities, and barriers of Information and Communication Technology use in ecological education. The analysis demonstrates that Information and Communication Technology integration can strengthen ecological understanding, cultivate environmental empathy, and broaden global collaboration on sustainability issues.
Curriculum Management as a Strategy in Realizing Sustainable Education
Sustainable education is an essential approach in both national and global development, as it equips individuals with the knowledge, skills, and values required to address global challenges such as climate change, poverty, and inequality. In the context of education, the curriculum serves as a strategic instrument that not only regulates the content and objectives of learning but also determines the direction of character formation and competency development of students. However, gaps often occur between the curriculum being taught and the needs of society as well as the demands of the labor market, resulting in graduates who are frequently not fully prepared to compete optimally. Therefore, systematic, adaptive, and relevant curriculum management is required. This article aims to analyze the role of curriculum management in realizing sustainable education through a literature study. The findings indicate that curriculum management significantly contributes to improving the quality of learning, fostering collaboration, and preparing graduates to be highly competitive while maintaining social and environmental awareness.
Environmental Literacy in Secondary Schools: Barriers and Strategies Towards Sustainable Education
Environmental issues such as climate change, pollution, water crises, deforestation, and biodiversity loss increasingly highlight the importance of environmental literacy as a foundation for building ecological awareness from an early age. Secondary schools play a strategic role in fostering understanding, critical thinking skills, caring attitudes, and real behaviors that support environmental sustainability. However, the practice of environmental literacy education in Indonesia still faces significant challenges, including the lack of cross-subject integration, the dominance of theoretical instruction without practical application, students’ low motivation, and limited contextual approaches. This article aims to examine the role of environmental literacy in secondary schools, identify barriers to its implementation, and propose more applicable and interactive learning strategies. By employing a literature review method, this study emphasizes that strengthening environmental literacy requires the integration of knowledge, cognitive skills, attitudes, and responsible actions among students. Through participatory and experiential approaches, environmental literacy education can become an essential instrument in shaping a generation that is environmentally aware, caring, and accountable for sustainability.
Education for Sustainable Development in Indonesian Primary Schools
Education for Sustainable Development (ESD) has emerged as a crucial global agenda to address increasingly complex environmental, social, and economic challenges. In Indonesia, the implementation of ESD at the elementary school level plays a fundamental role since primary education serves as the foundation for character formation, knowledge acquisition, and the development of sustainability awareness from an early age. However, its practical application still encounters serious obstacles, including limited infrastructure, insufficient teacher training, suboptimal curriculum integration, and inadequate funding. Sharp disparities also persist between urban and rural areas, where the quality of resources and access to technology remain uneven. This article employs a library research method to examine recent literature on the challenges and implications of ESD in Indonesian elementary schools. The findings reveal that ESD implementation has the potential to enhance critical thinking skills, sustainability literacy, and environmentally responsible character. Nevertheless, it requires strong policy support, continuous teacher capacity development, and equitable distribution of educational infrastructure to achieve effective outcomes.
ESD Integration for Social Awareness, Environmental Literacy, and 21st-Century Skills in Indonesia
The Sustainable Development Goals represent a global agenda adopted by 193 countries in 2015, encompassing 17 universal objectives to be achieved by 2030. Indonesia, as one of the signatory nations, has demonstrated strong commitment through Presidential Regulation No. 59 of 2017, which mandates the formulation of both a national roadmap and action plans at national and local levels. Education is considered a pivotal instrument in supporting the achievement of Sustainable Development Goals, particularly through the approach of Education for Sustainable Development. Education for Sustainable Development emphasizes not only cognitive aspects but also attitudes, values, and skills that enable students to actively engage in sustainable development. This article explores the urgency of integrating Education for Sustainable Development into the Indonesian educational curriculum, highlighting its relevance in enhancing social awareness, environmental literacy, and 21st-century skills. Employing a qualitative method based on literature review, the article underscores the importance of collaborative, Sustainable Development Goals -based learning models in shaping a generation that is adaptive, critical, and responsible in addressing both global and local sustainability challenges.
The Role of Families in Shaping Ecoliteracy in Early Childhood
Global environmental issues such as climate change, pollution, deforestation, and the loss of biodiversity demand the cultivation of ecological awareness from an early age. In Indonesia, one of the major problems is the increasing volume of household waste, which is mainly triggered by the low level of public awareness in proper environmental management. A strategic solution to address this challenge is environmental education introduced in early childhood through the active involvement of the family. The family plays a crucial role as a role model, facilitator, and primary agent in shaping children’s pro-environmental behavior. Ecological learning within the family context can be realized through modeling, communication, the creation of an educational home environment, children’s involvement in environmental activities, and collaboration with Early childhood education (Pendidikan Anak Usia Dini/PAUD) institutions. This article applies a library research method to examine the role of the family in fostering ecoliteracy in early childhood. The findings highlight that the family, as the child’s first laboratory, contributes significantly to instilling ecological values, shaping sustainable habits, and building a strong ecological identity.
Learning Models of Environmental Literacy for Sustainability
Enhancing environmental awareness through education is a fundamental aspect in supporting the achievement of the Sustainable Development Goals (SDGs). Environmental literacy, which involves the mastery of knowledge, skills, attitudes, and active participation in ecological issues, plays a crucial role in shaping a generation with ecological insight and a strong sense of sustainability responsibility. This article aims to examine the implementation of environmental literacy learning models using the Systematic Literature Review (SLR) approach, focusing on environmental education, particularly in the Indonesian context and its relevance to the SDGs. The findings indicate that environmental literacy makes a significant contribution to increasing awareness and sustainable behavior among learners, especially through experiential learning, field-based projects, and curriculum integration. However, challenges remain, including limited resources, weak policy implementation, and low community participation. This review emphasizes the importance of innovation in environmental literacy learning models that can address the complexity of ecological issues while encouraging transformation toward a more sustainable society.
Health and Education in Access to Clean Water and Sanitation
Adequate access to clean water and sanitation is a crucial factor for public health and community well-being, particularly in developing countries. Limited access contributes to the spread of infectious diseases such as diarrhea, cholera, and typhoid, while also leading to malnutrition and stunting in children. Beyond health, the issue generates social and economic burdens, as women and children are often required to travel long distances to obtain water, reducing opportunities for education and decreasing overall family productivity. The inequality of access is more pronounced in rural and low-income areas, exacerbated by rapid urbanization, climate change, and insufficient funding. Education plays an essential role in raising community awareness about hygienic practices, the use of clean water, and safe sanitation behavior. This study employs a literature review method to analyze the interconnection between clean water access, sanitation, health, and education, as well as their socio-economic implications. Findings emphasize that integrated interventions through education, infrastructure improvement, and community-based policies can enhance health, reduce disparities, and improve overall quality of life.
Environmentally Friendly Integration in Education and Economics for Elementary School Students
Global environmental crises such as climate change, deforestation, pollution, and resource scarcity demand comprehensive solutions through education. Environmental education, often referred to as green education, is considered a strategic approach to instill ecological awareness from an early age. This concept aligns with global initiatives such as Eco-Schools, which emphasize the active involvement of students, teachers, and communities in protecting the environment through practical actions. At the same time, the green economy emerges as a paradigm of sustainable development that balances social welfare, economic growth, and ecological preservation. By integrating green education and the green economy into the elementary school curriculum, young generations are not only equipped with environmentally responsible attitudes but also with adaptive skills to face sustainability challenges. This article aims to analyze the role of elementary schools in implementing green education as the foundation for fostering environmental awareness while preparing students to engage with the era of the green economy through a comprehensive literature review.
Education for Sustainable Development and the Urgency of Climate Change Education
The issue of climate change and sustainable development is a global challenge that demands the strategic role of education in shaping a knowledgeable, critical, and responsible generation. This article discusses the integration of Education for Sustainable Development (ESD) and Climate Change Education (CCE) through a qualitative approach based on literature study. The analysis was conducted by reviewing the current literature covering theories, practices, and educational policies related to sustainability and climate change. The results of the study show that ESD contributes to the formation of sustainability competencies, systemic thinking skills, and strengthening the capacity of teachers as agents of transformation. Meanwhile, CCE emphasizes the importance of scientific and media literacy to counter climate disinformation, while encouraging mitigation and adaptation actions at the local and global levels. The integration of these two approaches not only strengthens ecological awareness, but also supports the achievement of the sustainable development goals (SDGs), especially in the aspects of education (SDG 4) and climate action (SDG 13). Thus, sustainability-based education and climate change should not be seen as an add-on, but rather as the core of the 21st century education system.
Copyright (c) 2023 Climate Change and Environmental Sustainability in Education
The Role of Teachers in Fostering Environmental Care Character through the Waste-Free Program
This study aims to analyze the role of teachers in fostering the character of environmental care of students through the waste-free program. This study uses a qualitative descriptive approach with secondary data obtained from literature studies on previous studies. The results of the study show that teachers play the role of role models, motivators, facilitators, and supervisors in building students awareness of the importance of cleanliness and waste management. Waste-free programs have proven to be an effective strategy in fostering sustainable habits of caring for the environment, not only in the school environment but also in the daily lives of students in the community. The research discussion emphasized that the success of the waste-free program is highly dependent on collaboration between school policies and the active role of teachers in providing examples and guidance. In addition, habituation through routine cleaning activities has been proven to be able to form a stronger character of caring for the environment in students. Thus, this study emphasizes that the role of teachers is crucial in creating a young generation that has awareness and responsibility for environmental sustainability.
Understanding of Science Teacher Candidates on Climate Change and the Integration of Education for Sustainable Development (ESD)
Education for Sustainable Development (ESD) occupies an important position in efforts to address global challenges, especially climate change which has a wide impact on social, economic, and environmental life. This study aims to analyze the understanding of prospective pre-tenured science teachers about the issue of climate change and their difficulties in integrating ESD into learning. Using the Systematic Literature Review (SLR) method, the research examined various relevant international and national studies. The results of the study show that prospective science teachers are aware of the urgency of climate change, but there is still a gap between conceptual knowledge and learning practice. Some of the obstacles identified include misconceptions about climate change, limited pedagogical experience, and lack of curriculum and training support. These findings underscore the importance of more systematic educational strategies to strengthen teacher capacity, particularly through the integration of sustainability values and practice-based training. Recommendations are given to strengthen teachers' competence in dealing with sustainability issues contextually and applicatively
Continuing Education for Climate Change Awareness in Elementary Schools
Climate change is a global issue with wide-ranging impacts on the environment, society, and economy. Environmental impacts include rising temperatures, sea-level rise, extreme weather, and species extinction; social impacts encompass health threats, poverty, mass displacement, and loss of livelihoods; while economic impacts are evident in reduced agricultural production, infrastructure damage, and disruptions in the energy and tourism sectors. Education plays a crucial role in shaping environmental awareness and sustainable behaviors. The integration of Environmental Education (EE) in primary school learning can instill sustainability values and support the achievement of Sustainable Development Goals (SDG) 4 and SDG 13. A Communication for Behavioural Impact (COMBI) approach serves as an effective strategy to encourage concrete actions among students and communities. This article reviews literature related to climate change impacts, public awareness, the role of education, and mitigation strategies through Education for Sustainable Development (ESD). Findings indicate that early educational interventions are pivotal in equipping future generations to address climate change challenges adaptively and transformatively.
Global Citizenship for Climate Action: Interconnectedness, Inclusivity, and Sustainability
Globalization has brought increasingly closer interconnectedness among nations, with the flow of goods, services, information, and people crossing borders. In contrast, Pancasila, as the foundational principle of Indonesia, emerged from moral, political, and social needs to address shared challenges, serving simultaneously as a guideline for national life. Climate change has become one of the most urgent global threats, with significant impacts on the environment, economy, health, and human survival. Sea level rise, as one of its consequences, demonstrates the seriousness of this threat to coastal areas and the socio-economic life of communities. In this context, Global Citizenship Education (GCED) plays a crucial role in fostering awareness and pro-environmental behavior, emphasizing collective responsibility and the interconnectedness between individual actions and their global impacts. However, gaps remain in bridging the narratives of young activists with cross-generational perspectives. This article examines how global citizenship can provide a foundation for inclusive and sustainable climate action mobilization.
Transformative Education for Environmental Awareness and Sustainable Conservation of Future Generations
The transformation of the education system in the globalization era is strongly influenced by the advancement of science, technology, and the needs of society. Education functions as a strategic instrument to equip the young generation with relevant knowledge, skills, and values in addressing the increasingly complex challenges of the future. At the same time, environmental sustainability through the conservation of natural resources, biodiversity protection, and ecosystem management remains a crucial agenda in maintaining human survival. Sustainable conservation can only be realized when strong environmental awareness exists, expressed through active community participation and the role of the younger generation as true agents of change. Environmental education emerges as a vital approach to shape character that is caring, responsible, and innovative in solving ecological issues. This article examines the interconnection between educational transformation, sustainable conservation, and environmental awareness, while emphasizing the essential role of future generations in achieving sustainable development. The research method applied is descriptive, supported by relevant literature analysis.
Green Education in Science Learning for Science Literacy and Climate Issues
Scientific literacy is an essential 21st-century skill that helps individuals think critically, solve problems, and adapt to the rapid development of science and technology. At the elementary school level, scientific literacy plays a crucial role in equipping students with an understanding of scientific concepts, developing 21st-century skills, and preparing them to face global issues such as climate change. Climate change has tangible impacts on students’ daily lives, ranging from health and education to their surrounding environment. Therefore, the integration of environmental issues in science learning is essential to foster awareness, empathy, and a sense of responsibility from an early age. Green education emerges as a framework that connects sustainability concepts, environmentally friendly practices, and the formation of environmentally responsible character. This study employs a literature review method to analyze strategies of science learning based on green education in elementary schools. The findings indicate that contextual approaches, the teacher’s role as facilitator, and direct environment-based activities effectively enhance scientific literacy, build scientific attitudes, and strengthen students’ 21st-century skills
The Young Generation as Agents of Climate Change Mitigation and Adaptation in Indonesia
Climate change is a global challenge with significant impacts on the environment, human health, and socio-economic well-being, including in Indonesia, the world’s largest archipelagic state. Rising greenhouse gas emissions from fossil fuel combustion, deforestation, and industrial activities have accelerated global warming, triggering sea level rise, extreme weather events, and the spread of climate-related diseases. Within this context, the young generation holds strategic potential as agents of change. Through education, eco-friendly innovations, policy advocacy, and community-based actions, young people can make substantial contributions to both mitigation and adaptation efforts. This article aims to examine the role of youth in addressing the climate crisis using a qualitative approach. The findings indicate that active youth involvement not only enhances environmental awareness but also fosters the development of sustainable innovations and policies aligned with local conditions. Therefore, empowering youth participation becomes essential for building climate resilience and ensuring long-term sustainability in Indonesia’s response to the global climate crisis.
Environmental Education through the Adiwiyata Program: Efforts to Develop Students Ecological Intelligence
Environmental education plays a crucial role in fostering ecological awareness and encouraging sustainable behavior among the younger generation. This study aims to analyze the implementation of environmental education at School through the Adiwiyata Program, extracurricular activities of the Environmental Lovers Group, and the school’s plastic reduction policy. The research employed a descriptive qualitative method. The findings reveal that the integration of environmental education into classroom subjects, the active participation of students in practical activities, and the application of eco-friendly policies have successfully enhanced students’ knowledge, caring attitudes, and concrete actions toward the environment. Internal factors, such as student motivation and direct learning experiences, as well as external factors, including family support, peer influence, and school regulations, significantly affect the effectiveness of environmental education. This study concludes that participatory and experiential approaches create a meaningful impact in shaping students ecological intelligence, while simultaneously strengthening the school’s environmentally conscious culture.
Integration of ESD, 21st Century Competencies, and Technology in Islamic Education for Environmental Awareness
Education for Sustainable Development (ESD) plays a strategic role in shaping a generation that is environmentally conscious, critically thinking, and equipped with social-emotional competencies. This article explores the implementation of ESD within the context of Islamic education, emphasizing the integration of 21st-century competencies, the utilization of technology, and experience-based learning methods. Environmental awareness and pro-environmental behavior are expected to improve through a holistic and pluralistic approach, which emphasizes not only declarative knowledge but also procedural, social, and affective dimensions of learning. A qualitative method was employed to analyze both literature and pedagogical practices, assessing the effectiveness of ESD approaches in developing students’ character, social-ecological skills, and global competencies. Findings indicate that integrating technology, hands-on learning, and environmental negotiation simulations significantly enhances students’ critical thinking, collaborative abilities, and environmental consciousness. The study underscores the necessity of transforming Islamic education toward ESD to produce change agents capable of addressing global challenges sustainably.