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<p>Environmental literacy remains a critical yet underdeveloped competency in primary education, especially where sustainability concepts and SDG themes are not fully embedded in learning materials. This study aimed to develop and evaluate an ecopedagogy-based picture storybook to support early environmental literacy among Indonesian primary students. Using a research and development design guided by the ADDIE model, the study involved expert validation, teacher evaluation, and a small-scale trial with 15 Grade V students and five teachers. Material and media experts rated the storybook as highly valid, while teachers reported strong practicality and students indicated high readability. Qualitative responses showed early signs of environmental literacy development, including improved understanding of ecological problems and recognition of sustainable actions. These findings suggest that culturally contextualised, narrative-based multimodal media can meaningfully operationalise ecopedagogy and make sustainability concepts accessible for young learners. The study contributes theoretically by advancing early-grade ecopedagogy, methodologically through a rigorous ADDIE-based development process, and practically by offering a research-informed SDG-integrated resource for primary classrooms. Overall, the picturebook shows strong potential to strengthen sustainability education in Indonesian schools and similar contexts.</p>

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Ecopedagogy picturebook for young learners: enhancing environmental literacy through contextual sustainability narratives

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月3日

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  • Dyah Aniza Kismiati,
  • Ahmad Yani,
  • Faizal Akhmad Adi Masbukhin,
  • Ucu Rahayu

摘要

Environmental literacy remains a critical yet underdeveloped competency in primary education, especially where sustainability concepts and SDG themes are not fully embedded in learning materials. This study aimed to develop and evaluate an ecopedagogy-based picture storybook to support early environmental literacy among Indonesian primary students. Using a research and development design guided by the ADDIE model, the study involved expert validation, teacher evaluation, and a small-scale trial with 15 Grade V students and five teachers. Material and media experts rated the storybook as highly valid, while teachers reported strong practicality and students indicated high readability. Qualitative responses showed early signs of environmental literacy development, including improved understanding of ecological problems and recognition of sustainable actions. These findings suggest that culturally contextualised, narrative-based multimodal media can meaningfully operationalise ecopedagogy and make sustainability concepts accessible for young learners. The study contributes theoretically by advancing early-grade ecopedagogy, methodologically through a rigorous ADDIE-based development process, and practically by offering a research-informed SDG-integrated resource for primary classrooms. Overall, the picturebook shows strong potential to strengthen sustainability education in Indonesian schools and similar contexts.