Ecopedagogy for Equitable Green Skills Development in School Education: A Systematic Literature Review
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Abstract
Environmental disruption requires school education to develop green skills that combine ecological literacy, systems thinking, collaboration, and action. This systematic literature review synthesizes how ecopedagogic approaches support equitable green-skills development and identifies reporting gaps relevant to inclusive education and social welfare. Following a PRISMA 2020-aligned protocol, the review examined an author-supplied corpus of 100 records retrieved from Scopus and Google Scholar for 2021–2026. After duplicate removal, title–abstract screening, and full-text eligibility assessment, 15 studies were included. Thematic synthesis identified five recurring pathways: critical and relational inquiry, interdisciplinary curriculum integration, place-based and outdoor learning, action-oriented projects, and critically mediated digital learning. Reported outcomes clustered around ecological literacy, critical and systems thinking, participation, collaboration, and environmental responsibility. However, gender-disaggregated outcomes and intersectional access conditions were seldom reported, preventing a defensible synthesis of differential benefits for girls, women, or other marginalized groups. The review proposes an Equity-Responsive Ecopedagogic Pathway framework linking pedagogy, green-skill outcomes, and reporting requirements.
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Author Biographies
Fitri Sholihah
Department of Primary School Education
Yusuf Tri Herlambang
Department of Primary School Education
Yeni Yuniarti
Department of Primary School Education
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Copyright (c) 2026 Fitri Sholihah, Yusuf Tri Herlambang, Yeni Yuniarti
This work is licensed under a Creative Commons Attribution 4.0 International License.
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2026-06-29
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