Ecopedagogic Model: A Teacher's Approach to Implementing Learning in Elementary Schools to Foster Students' Critical Awareness of the Environment

Abstract

Global environmental issues demand an educational approach that is not only informative but also transformative. Elementary schools are a strategic foundation in shaping students' critical awareness of the environment. This research aims to examine and offer an Ecopedagogic model as a basis for teachers in designing contextual learning that supports environmental sustainability. The method used is a literature study with critical analysis of literature and environmental policies. This research explores Paulo Freire's thoughts in critical pedagogy while integrating them with ecological issues and environmental education policies, particularly those initiated by the Governor of West Java, Dedi Mulyadi. The results of this study indicate that the Ecopedagogic model can serve as a transformative approach that not only teaches environmental knowledge but also fosters a character that cares for the environment in a contextual and reflective manner in elementary schools. The role of teachers is central in building learning that is based on local environments, participatory, and culturally valued. Dedi Mulyadi's policy on environmental preservation based on Sundanese culture serves as a concrete example of how education and local wisdom can synergize to shape students' critical character. This research recommends the integration of ecopedagogy into the elementary school curriculum, ongoing teacher training, and strengthening collaboration between schools and community practitioners as strategies for implementing sustainable environment-based education in elementary schools.