Revolutionizing Learning through Eco-Innovative Education

Abstract

Education plays an important role in shaping perceptions and guiding knowledge; eco-literary practices are essential in expanding students' awareness beyond anthropocentric views. An interconnection of the two leads to transforming education by developing critically engaged, ecologically responsible, and socially conscious learners. This paper examines how integrating ecological texts, sustainable ICT tools, and experiential learning enhances students' analytical skills, environmental responsibility, and engagement. Studies like those of Fauzi et al. (2021) and Häggström & Schmidt (2020) have shown that by integrating ecological texts and media into curricula, students are encouraged to develop a deeper understanding of their interconnectedness with nature. The incorporation of sustainable ICT tools, experiential learning through field trips, and exposure to green education, direct or indirect, has been shown to enhance students’ critical thinking, ethical awareness, and environmental responsibility (Häggström & Schmidt, 2020; Firinci, 2022; Fadjarajani & As'ari, 2021). Using these teaching techniques, eco-literacy aims to develop students’ emotional, cognitive, and spiritual competencies, leading to a shift in perception from passive to active interaction with nature. A systematic review is employed, drawing on case studies and existing research on eco-literary education. Sustainable strategies, including outdoor learning experiences and digital sustainability tools, are explored to determine their effectiveness in shaping students' ecological awareness and critical reasoning. By embedding eco-literary education into mainstream teaching practices, educators can cultivate a generation that not only understands ecological challenges but actively seeks sustainable solutions, ultimately contributing to a more harmonious relationship between humanity and nature while advancing innovative learning strategies for a greener future.