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Vol. 17, No. 2, July 2026, Page: 351-360
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
Ecological Citizenship in Citizenship Education:
Strengthening Awareness Environment in Secondary
Education
Vinna Dinda Kemala
a,1
, Ryan Taufika
b,2
, Nadziroh
c,3
, Vinni Dini Pratiwi
d,4
, Alil Rinenggo
e,5
a,b
Indonesian Education Department Universitas Muhammadiyah Sumatera Utara, Indonesia
c
Pendidikan Guru Sekolah Dasar, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Yogyakarta, Indonesia
d
Sekolah Tinggi Keguruan Ilmu Pendidikan Budidaya Binjai, Sumatera Utara, Indonesia
e
Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
*
Corresponding Author: vinnadi[email protected]
INFO ARTICLE
ABSTRACT
Article History:
Received: 28 May 2026
Revised: 7 June 2026
Accepted: 26 June 2026
Available Online: 20 July 2026
This study aims to explore the process of integrating ecological
citizenship into Civic Education (PKn) learning in secondary schools, as
well as identifying its impacts, challenges, and implementation strategies
within the context of the Kurikulum Merdeka. Using a qualitative
approach with a single-case study design, this study was conducted in a
high school in Medan City with Adiwiyata status. Data were collected
through multi-source techniques including in-depth semi-structured
interviews with Civic Education teachers and the principal, non-
interventional participant observation during six class sessions, critical
analysis of curriculum documents, and three student Focus Group
Discussions (FGDs). All qualitative data were analyzed interactively
using the Miles, Huberman, and Saldaña model with open and axial
coding techniques. The results showed that the integration of ecological
citizenship through active-participatory strategies, the "Sustainable
Lifestyle" project, and the Green Living Values (GLV) syntax
significantly increased ecological empathy (moral feeling) and
encouraged students' real actions (moral action), while reconfiguring their
thinking paradigm from anthropocentrism to ecocentrism. However, the
effectiveness of this implementation is still limited by structural
challenges, including a civics curriculum heavily weighted toward formal
state administration, teachers' limited ecopedagogical capacity, and
limited green facilities in schools. This study concludes that strengthening
ecological citizenship requires reform of national curriculum policies,
ongoing ecopedagogy and postdigital literacy training for teachers, the
implementation of a whole-institution approach, and multi-stakeholder
collaborative synergy between schools and local communities.
Keywords:
Ecological Citizenship,
Citizenship Education,
Ecopedagogy,
Environmental Awareness
©2026, Vinna Dinda Kemala, Ryan Taufika, Nadziroh, Vinni Dini Pratiwi, Alil Rinenggo
This is an open access article under CC BY-SA license
1. Introduction
The contemporary era marked by acceleration crisis global climate, pollution systemic,
degradation land, and degradation diversity biological in a way drastic, sector education carry
out not quite enough answer ethical and strategic for form awareness as well as not quite
enough answer ecological among generation young. Various activity anthropogenic like
burning material burn fossils and exploitation source Power natural in a way massive has bring
earth approach damage threshold ecosystem that is not can restored (Sholihah, Herlambang &
Yuniarti, 2026). Condition This demand reorientation radical in system global education. In
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Vol. 17, No. 2, July 2026, Page: 351-360
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
Indonesia itself, the crisis environment like deforestation forest tropical, pollution area flow
river, damage ecosystem sea, and emergency rubbish plastic very use Keep going become
threat real that degrades quality life public in a way directly (Kundariati, Ibrohim, Rohman,
Nida, Fachrunnisa & Razak, 2025).
In respond challenge mentioned, curriculum education citizenship conventional generally
assessed fail because too focus on aspects rigid formal law, state administration, social and
political without enter perspective environment in a way deep. Paradigm classic patterned
Westphalian and anthropocentric this give birth to gap significant epistemology, where
students only prepared For become obedient citizens in a way law to his country, but ignore to
not quite enough answer his morals as residents interconnected biosphere dependent (Dobson,
2003). Therefore that, concept ecological citizenship become very important for integrated to
in eye lesson education citizenship.
Ecological citizenship, as articulated in a way in-depth by Andrew Dobson, emphasizing
that obligation individual to environment is obligation non- territorial civil rights attached to
every person based on impact ecological footprint it produces towards other people and
generations future (Zubaidi, 2025). Different with draft citizenship liberal environmental
citizenship that demands right environment life from country, ecological citizenship emphasize
justice distribution source Power nature, responsibility personal moral responsibility, principles
precautionary principle, as well as justice intergenerational (Akinsemolu & Onyeaka, 2025).
Integration of concepts This to in learning Civics can develop awareness critical students,
growing empathy ecological, and encourage action real for guard sustainability ecosystem.
In context curriculum in Indonesia, government has set direction policy new through
implementation Kurikulum Merdeka that emphasizes Penguatan Profil Pelajar Pancasila (P5).
Pancasila as philosophy life nation in fact own dimensions deep ecological, where harmony
between humans, creators, and nature universe be the core of moral resilience of the nation
(Alzena & Darmawan, 2024). In line with the opinion of Bria, Komalasari, Sundawa &
Mahpudz (2025) who stated that through "Sustainable Lifestyle" theme in P5, school middle
which is phase critical formation character, values, and identity social student own opportunity
strategic for implant values ecological citizenship. Application This expected can practice
student For No only just control ecoliteracy theoretical, but also has capacity for act in a way
responsible answer in preservation nature (moral action) (Hiswara, Aziz & Pujowati, 2023).
However, success integration this is very much determined by how the teacher transforms
values sustainability through approach innovative and critical pedagogical approach.
ecopedagogy offer framework work that is not treat education environment as delivery
message conservation neutral (Sholihah, et al. 2026). On the other hand, ecopedagogy
challenge student for analyze relation power, injustice social, assumptions economy extractive,
as well as connection between humans and non-humans embedded behind crisis environment.
Therefore that, strengthening aspect ecological citizenship through Civics at school medium
expected become solution sustainable for form character generation young people who are pro-
environment for sustainability earth in the future (Markauskaite, Carvalho & Fawns, 2023).
2. Method
This study use approach qualitative with design studies case single - case study refers
to Yin (2009) for explore in a way in-depth integration process ecological citizenship in
Civics Education at one of the high schools with the status of Adiwiyata which has apply
Kurikulum Merdeka. Data is collected through semi- structured interviews with the Civics
teacher and the principal school, observation participatory on the learning process, analysis
document curriculum and tools learning, as well as focus group discussion (FGD) with
students. Data analyzed in a way interactive using the Miles, Huberman & Saldaña (2014)
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Vol. 17, No. 2, July 2026, Page: 351-360
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
model through stages data reduction, data presentation, and withdrawal and verification
conclusions, which are supported by the coding process thematic. Data validity is
guaranteed through triangulation sources and methods, peer debriefing, and member
checking for increase credibility and accuracy findings study.
3. Result and Discussion
3.1 Teachers' Understanding of Draft Ecological Citizenship
Based on results interview deep with four civics teachers were found that majority
educator understand ecological citizenship as form not quite enough moral responsibility of
citizens to preserve environment through action practical daily. The action identified like
sorting garbage, greening yard school, efficiency energy, and involvement passive in campaign
environment school. As expressed by one of Civics teacher informant:
"Ecological citizenship that is expansion from education Pancasila character. We teach
student For No only be a good person to fellow humans, but also towards natural around. The
way simple, start from discipline No throw away rubbish careless and guard beauty class”.
Findings this reveal that even though the teacher shows high enthusiasm, understanding
they generally Still trapped in a dimension individual morality that is cosmetics-practical and
yet touch dimensions structural politics citizenship more ecological deep. There are variations
level understanding conceptual influenced by the lack of training ecopedagogy and limitations
access to authoritative teaching materials. This in line with Tilbury and Wortman's (2004)
affirmative view that education for sustainability demand strengthening capacity educator in a
way systemic through training based competence sustainability so that they capable learn
issues complex socio - ecological in a way effective.
The teacher has role tactical in transform values sustainability to student through
approach critical and dialogical pedagogical. However, according to Alazena & Darmawan
(2024) data analysis revealed that part big civics teacher Still understand ecological citizenship
limited to draft theoretical additional that is not become priority main compared to with
constitutional and formal legal material. Phenomena This strengthen Sterling's findings
regarding existence wide gap between theory sustainability with practice instructional in the
room class. Without clear view, adequate time, and access to source Power relevant theoretical,
teachers tend to depoliticize crisis environment and present it as problem technical
management rubbish solely.
For bridge gap In this case, the Green Living Values (GLV) model developed by
Komalasari, Abdulkarim & Sopianingsih (2025) presents framework Work relevant integrative,
the GLV model combines principle Living Values Education (LVE) with draft sustainability
ecological for guide student internalize universal values (such as work same, simplicity,
honesty, love love and responsibility answer) to in action preservation environment. Teachers
who start exposed with approach contextual based projects and studies case local proven more
succeed interesting interest students and grow awareness critical they to relatedness between
action local with global impact.
More far again, according to Markauskaite, et al (2023) in the postdigital era moment
this, the teacher's understanding must be evolve beyond literacy ecology conventional going to
understanding "capability postdigital". Ecopedagogy contemporary demands teachers to
understand how digital technology, activities humans and ecosystems natural each other linked.
The teacher does not only sued teach preservation natural physical, but also to criticize impact
ecological from dense digital infrastructure energy (such as use intelligence artificial and giant
data servers) against environment (Akinsemolu & Onyeaka, 2025). With Thus, the teacher's
Academy of Education Journal
Vol. 17, No. 2, July 2026, Page: 351-360
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
understanding is comprehensive and multidimensional become foundation main for
implementation curriculum transformative green.
3.2 Implementation Ecologica Citizenship in Citizenship Education Learning
Analysis towards the learning process Civics through six session observation class show
that the teacher is trying integrate ecological citizenship use various active-participatory
strategies. These strategies covering discussion group focused about policy prohibition plastic
very use, project collaborative manufacturing infographics campaign climate, studies case
conflict agrarian consequence deforestation, as well as assignment journal reflection weekly
about footsteps carbon personal students. Analysis results RPP and Teaching Module
documents emphasize objective learning this, namely "building awareness student will not
quite enough answer they to sustainability environment as an integral part of identity Pancasila
citizens".
Approach learning based project-based learning, study cases and discussions interactive
proven to be very effective for increase involvement cognitive and emotional students.
Findings This consistent with findings of Ha & Thoa (2025) which emphasize that pedagogy
participatory-contextual allows student act as agent change agents in solve problem
environment in the community they alone. Under shade Kurikulum Merdeka, P5 project with
the theme "Sustainable Lifestyle" is implemented through concrete programs like "SMANSA
Nyaman " project which focuses on the arrangement room class low emissions, savings energy,
and creation climate safe and inclusive learning.
Students involved active in project real, such as processing programs rubbish organic
become fertilizer liquid or campaign subtraction plastic in the canteen school, shows
improvement pro- environmental attitudes and skills system significant systems thinking.
Learning based project help student understand connection causality between action
consumption daily they are at the level local with crisis ecologically at the global level (Ha &
Thoa, 2025). In line with Alzena & Darmawan (2024) who stated that matter mentioned can
trigger a sense of responsibility answer global citizenship that transcends national
administrative boundaries.
For give description comprehensive theoretical about difference orientation learning
post-integration dimensions ecological, Table 1 presents comparison paradigm between Civics
in a way general with education ecological citizenship (green civics).
Table 1. Comparison Citizenship Education Paradigm Traditional and Civics Ecological
(Green Civics)
Dimensions
Analysis
General Civics
Civics Ecological
( Green Civics )
Territorial
Boundaries
Bound strictly on nation-state
boundaries (westphalian ).
Non-territorial in nature; includes
global biosphere and community
local.
Focus on Rights
& Obligations
Legal-political rights individual
and compliance law towards the
country.
Individual moral obligations For
minimize impact ecological footprint
towards other parties.
Orientation
Pedagogical
Transmission theoretical passive,
memorization material constitution,
and indoctrination mark.
Learning based project (project-
based learning), action real, and
reflection critical (ecopedagogy).
Human-Nature
Relationship
Anthropocentric; placing natural
as instrument fulfillment need man
solely.
Ecocentric / Biocentric; view man
as an integral part of nets life.
Dimensions of
Justice distributive socio-
Justice environmental justice and
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Vol. 17, No. 2, July 2026, Page: 351-360
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
Justice
economic intergroup social in the
country.
justice intergenerational equity.
Learning Quality civics tall for strengthen ecological citizenship can optimized with
adopt Syntax of the GLV Activities learning model. Syntax this designed in a way systematic
for facilitate transition student from understanding cognitive shallow going to involvement
deep and sustainable ecology. Operationalization GLV syntax in learning civics along with
impact competencies produced detailed in Table 2.
Table 2. Syntax of the GLV Activities and Target Outcomes Learning Model
Description Activity Learning
Dimensions Character &
Competence Ecological Formation
Student do internal reflection of
universal values, identifying,
analyzing, and reflecting issue
environment local (such as
accumulation trash around
school)
Moral Knowing: Ecoliteracy
critical, awareness systemic, and
understanding deep about
interdependence human-nature.
Student collaborate in group for
designing project ideas
environment creative, composing
timeline implementation, and
determining the target solution.
Skills Social & Democratic: Work
The same team, leadership
participatory, problem solving
problem in a way creative, and
decision making decision collective.
Student execute projects in the
field (such as manufacturing
compost, recycling repeat waste,
or arrangement room green
school ).
Moral Action: Not quite enough
answer personal, agency ecological
active, skills psychomotor green, and
persistence.
Group student presenting results
works, exhibiting product
recycling repeat, or serve report
impact project to community
school.
Skills: Accountability public, ability
articulation of sustainability ideas, as
well as appreciation to contribution
colleagues.
Student together educator
evaluate program effectiveness,
identifying the obstacles, and
reflect mark life internalized
green during the process.
Moral Feeling: Empathy ecological,
sensitivity to right creature life other,
sense of belonging nature, and
commitment sustainability.
Student documenting the entire
learning process in video/
infographic form and distribute it
through school digital media.
Green Digital Citizenship: Use
technology in a way ethical for
spread campaign global sustainability
in general inclusive.
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Integration of GLV model in Civics in a way conceptual guide development character
student in a way intact. Through syntax structured this, students experience internalization of
morals gradually, which is academic can depicted as function accumulative from time to time:
In formulation conceptual above, Ecological Citizenship Competence (ECC) is an
integral of the temporal accumulation of three dimensions of Lickona's moral character,
namely Moral Knowledge (MK), Moral Feelings (MF), and Moral Actions (MA) which are
each multiplied by a certain weight coefficient ( ), and are influenced simultaneously by
the structural variables of the school's ecological learning environment ( ) with factor
error ( ). This model emphasizes that to realize strong ecological citizenship competencies,
pedagogical interventions should not only touch on intellectual cognitive aspects ( MK), but
should be designed in an integrative manner involving emotional depth (MF) and the
habituation of real action (MA) in a supportive school ecosystem.
3.3 Challenge Structural and Pedagogical in Implementation
Although potential impact positive integration ecological citizenship in Civics is very
big, research this identify existence three obstacle main limiting factor effectiveness its
implementation in schools medium.
Limitations Structure Curriculum and Core Competency Dominance
Civics teaching materials in curriculum national and books existing text moment This is
still very dominated by issues formal law, rights basic man procedural, institutional politics and
state administration. Very little space that is explicit dedicated for discuss crisis biosphere,
justice ecological and ethical environment live. According to Nurdiyanti, Hotimah, Boontrac &
David (2026) noted that formal curriculum often sidelines issue sustainability to marginal
position because considered No including in competence core cognitive tested in assessment
standard national.
In addition, there are challenge in the form of "inequality" implementation cross
discipline science" (uneven implementation) (Castulo, De Vera, Buenaventura, Sebial, Aquino,
Bua-Ay & Zanoria, 2025). Sustainability issues often charged in a way unilateral to the group
teachers knowledge social (such as Civics or social science), while clump eye lesson exact
isolate self from discussion dimensions socio-ethical environment and only focus on aspects
technical. As a result, students fail get understanding interdisciplinary systemic about
complexity global ecology.
The lack of Capacity Teacher Pedagogy and Ecoliteracy
The teacher who became subject this study in a way Honest confess limitations
ecoliteracy they in explain aspects scientific crisis climate, justice distribution environment,
and mechanisms economy green in a way in-depth. The majority of civics teachers no equipped
with training special about ecopedagogy during education pre-service and certification
programs profession they. Lack of self-confidence this make teachers tend to avoid discussion
critical about issue sensitive environments such as corruption permission mine local or agrarian
conflicts and more choose teach theory compliance law passive.
Beside that is ecopedagogy demand existence ability regulations adaptive teacher
emotion regulation (Xu, Haratyan & Tian, 2026). The issue of teacher degradation environment
and change climate often triggers emotion negative about oneself students, starting from
anxiety climate, despair, to anger social. Teachers who do not own skills regulations good
emotions will difficulty guide “emotional dialogue that is not comfortable" this, so that
learning risky create skepticism or passivity ecological in oneself student.
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
Lack of Facility Schools and Inequality Learning Resources
Practice ecological citizenship need room learning that is not limited to the cement walls
of the class, but touch direct with nature. However, some big school medium face constraint
Serious in the form of limitations access to facility support like room open adequate green,
tools modern composter, laboratory nature, and digital learning media based on environment.
Condition This exacerbated by the presence of gap geographic and socio-economic
research. show that schools located in rural areas or outskirts city experience limitations source
Power learning and access information ecologically distant more critical compared to with
school urban areas. As a result limitations this facility, the teacher was forced serve material
ecology verbally-theoretically, which in the end reduce essence from learning based experience
direct (experiential learning).
3.4 Participation in Activity Ecological and Reconfiguration of Student Consciousness
Involvement Practical Increase Awareness Environment
Findings empirical in studies case This confirm that involvement physique student in a
way direct in activity ecological practical at school become trigger main improvement
awareness environment they. Activities like manufacturing hole biopores, waste bank
management school, planting trees, and campaigns restrictions rubbish plastic in the canteen
school give experience concrete and meaningful learning. Learning based experience direct
(experiential learning) kind of this proven produce change far-reaching pro-environmental
behavior more lasting compared to with just transmission knowledge One direction inside class
(Yemini, Engel & Ben Simon, 2025).
Through action practical, students can observe in a way direct impact ecological from
behavior daily they. This is build awareness critical about connection between footsteps
ecological personal with sustainability ecosystem local. As put forward by Andrew Dobson
(2003), awareness ecological citizens started from confession that action private we are inside
House or school own real material impact to right life other creatures beyond the boundaries of
the space private.
Role of Activities Ecological in Formation Character and Green Skills
Participation active in project environment school No only increase ecoliteracy students,
but also contribute fundamentally towards formation character responsible citizens answer.
Through workmanship project ecological in a way collaborative, students trained for develop
empathy social, responsibility answer collective, sense of ownership to facility public, as well
as concern to justice environment (Woods & Berker, 2022). This process help student for
beyond interest personal selfish and act for the good together (common good).
In addition to moral character, participation this also grows essential green skills for the
future students. Different with competence generic, skills green covers ability analytical
systemic, ability solve problem ecological local, capacity collaborate cross discipline, as well
as readiness for take decision ethical based sustainability. Skills practical This equip student
with capacity real for participate active in advocate policy friendly environment in society
wide.
Influence Activity Ecological to Perception Students and the Internalization of Cultural
Values
Joint FGD student reveal existence shift perception very significant subjective about
connection between civilization man with natural universe. Before follow project
sustainability, in part big student look at natural utilitarian-anthropocentric natural viewed just
as commodities or background behind passive that can exploited without limits for support
need humans. However, after through a process of action and reflection critical, students start
adopt view ecocentrism or biocentrism which places man as equivalent integral parts in nets
global life.
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
Internalization mark this become very sturdy when integrated with wisdom culture local.
As example, introduction literacy culture river or wisdom local in guard traditional springs help
student linking draft citizenship modern ecology with identity culture ancestors they.
Experience direct touch with reality ecosystem local This open eye student to urgency
preservation environment live and help they internalize values sustainability in a way deep to
in structure belief personal they.
Synergy Collaborative between Schools and Local Communities
For overcome limitations time, curriculum, funding, and facilities physical, this research
s find that school must brave demolish wall barrier conventional and constructive synergy close
collaboration with community local, government regions, environmental non- governmental
organizations (NGOs), and sector private sector. Synergy this external not only expand access
student to expertise and resources power ecological, but also presents stage authentic action for
student for actualize agency citizenship they are in the middle public real.
As example, partnership school with service cleanliness city or waste bank community
local can facilitate management programs waste school in a way professional with system
economy circular. Work The same with environmental NGOs allows student participate in
conservation programs real, like restoration rivers, mangrove planting, or campaign anti-plastic
social movement at the regional level. Multi- stakeholder partnership pattern this is very much
in tune with Whole-Institution approach principle (approach) institutional comprehensive)
recommended by UNESCO, where the values sustainability not only taught as material
memorization in class, but rather seep in to in all governance institutional, operational physique
school, culture inhabitant school, until relation partnership with public wide (Combes, 2026).
Several countries have show success of structured this programs. For example, the
implementation of the national program "Săptămâna Verde" (National Green Week) in
Romania or movement Global Eco-Schools (Vesely, Szövérfi, Hajdu & Hajdu, 2025), where
formal curricula are integrated in total with action preservation environment based community
and assessment impact measurable realities. In Indonesia, success initiative local such as the
"Kampung Selo Beraksi" program (Fatmalasari, Yuliandari & Gunawati, 2019) which proves
that that when school synergize in a way active with movement preservation environment
based society, things the not only speed up formation character students, but also provide
impact ecological positive in a way direct for recovery surrounding environment school.
4. Conclusion
Based on analysis results and Discussion research, can concluded that integration
ecological citizenship in learning Civics in a way significant transform awareness environment
student school medium. Involvement active student in project ecological practical, such as
processing programs waste and reforestation school based on the GLV model, successfully
grow empathy ecological (moral feeling) and triggers action real preservation nature (moral
action) which is rooted in shift paradigm think from anthropocentrism going to ecocentrism.
Although Thus, the effectiveness integration This still very limited by challenges structural in
the form of curriculum Civics is full of formal content of state administration, minimal capacity
ecopedagogy of civics teachers, limitations facility green in school, as well as gap source
Power between school urban and rural.
For strengthen implementation education sustainability-oriented citizenship requires
comprehensive policy reform. through integration ecological citizenship as achievements core
learning in curriculum Civics, accompanied by update textbooks that emphasize justice
environment and ethics ecocentric. This effort need supported by training sustainable for
teachers to increase competence ecopedagogy, literacy postdigital, learning based projects, as
well as ability manage anxiety climate students. In addition, the school need apply approach
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Vinna Dinda Kemala et.al (Citizenship Ecological in Citizenship….)
whole institution with integrate values sustainability to in culture, governance, and operations
school so that functioning as laboratory life for practice sustainability. All transformation the
should strengthened through system assessment standardized sustainability, which is not only
measure achievements knowledge, but also change pro- environmental behavior, formation
character green, and impact real school programs to sustainability environment in the
community around.
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