Nature as Text: A Systematic Review of Ecologically Themed Writing Pedagogy and Its Influence on Metacognition and Student Engagement

Dyah Lyesmaya; Ujang Syarip Hidayat; Encep Abdullah Almukarom; Sotero O. Malayao Jr.

doi:10.46245/ijorer.v6i4.930

Dyah Lyesmaya Universitas Nusa Putra, Indonesia https://orcid.org/0000-0003-4977-3955
Ujang Syarip Hidayat Nusa Putra University Sukabumi, Indonesia
Encep Abdullah Almukarom Nusa Putra University Sukabumi, Indonesia
Sotero O. Malayao Jr. Mindanao State University, Philippines

DOI: https://doi.org/10.46245/ijorer.v6i4.930

Keywords: ecological literacy, writing pedagogy, elementary students, metacognition, engagement

Abstract

This systematic literature review (SLR) investigates how integrating ecological literacy themes into writing pedagogy influences elementary students’ metacognitive writing strategies and engagement in deep learning-oriented classrooms. The primary objective is to synthesize existing research from 2015-2025 to identify key trends, impacts, and knowledge gaps in this interdisciplinary field. Method: Adhering to PRISMA guidelines, a comprehensive search was conducted across academic databases using the PICO-S framework. Keywords included "ecological literacy," "writing pedagogy," "elementary students," "metacognition," and "engagement." Inclusion criteria focused on peer-reviewed empirical studies published between 2015 and 2025. Data extraction covered study design, population, intervention details, and key findings. A narrative synthesis approach was employed due to study heterogeneity. Results: Findings indicate a positive correlation between ecological literacy integration and enhanced metacognitive awareness in writing, alongside increased student engagement in deep learning. Contextualized writing tasks on environmental themes foster critical thinking, problem-solving, and self-regulation. Engagement is heightened by the real-world relevance of ecological topics, promoting deeper understanding and application of knowledge. Novelty: This review addresses a critical gap by specifically examining the intersection of writing pedagogy and ecological literacy, offering a unique perspective beyond traditional writing instruction. It underscores the urgency of fostering environmental awareness through early writing education, cultivating critical consciousness in students regarding climate crises, and promoting a holistic integration of academic and life literacies. This interdisciplinary approach provides novel insights for 21st-century educational practices and curriculum development.

Abstract View: 0

PDF Download: 5

SIMILARITY CHECK Download: 1

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Dyah Lyesmaya, Universitas Nusa Putra

My research and teaching interests encompass Literacy, Pedagogy, as well as Language and Literature. I am also engaged in the application of educational science aimed at addressing key issues involving education for children. My research group focuses on early literacy, children’s language and literature, with an emphasis on balanced literacy, character values cultivation, and local wisdom.

I have a strong interest in local wisdom, mountain forests, and biographies of individuals.

References

Adah Miller, E., & Krajcik, J. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1, 7. https://doi.org/10.1186/s43031-019-0009-6

Chen, S., Sermeno, R., Hodge, K., Murphy, S., Agenbroad, A., Schweitzer, A., Tsao, L. L., & Roe, A. J. (2024). Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers. Education Sciences (Vol. 14, Issue 6). https://doi.org/10.3390/educsci14060565

Chen, X. (2023). High School English Application Writing based on Thematic Meaning Inquiry. Frontiers in Humanities and Social Sciences, 3(1), 46–52. https://doi.org/10.54691/fhss.v3i1.3471

Davis, J., & Merritt, E. (2025). Developing a Sense of Place through Nature Journaling in School Gardens. The Journal of Sustainability Education. https://www.susted.com/wordpress/content/developing-a-sense-of-place-through-nature-journaling-in-school-gardens_2025_06/

De Mello, G., Omar, N. H., Ibrahim, R., Ishak, N., & Rahmat, N. H. (2023). A Study of The Use of Writing Strategies from The Social Cognitive View. International Journal of Academic Research in Business and Social Sciences, 13(5), 2531–2546. https://doi.org/10.6007/ijarbss/v13-i5/17033

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906

Fredricks, Jennifer A, Blumenfeld, Phyllis C, & Paris, Alison H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Freire, P. (2020). Pedagogy of the oppressed. The Community Performance Reader. https://doi.org/10.4324/9781003060635-5

Genc, M. (2015). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105–117. https://doi.org/10.1080/10382046.2014.993169

Hanifha, S., Erna, M., Noer, A., & Talib, C. (2023). Scientific Literacy and Environmental Awareness through Undergraduate Student Worksheets Based on Socioscientific Issues. Jurnal Pendidikan IPA Indonesia, 12, 504–513. https://doi.org/10.15294/jpii.v12i4.45817

Hartati, T., Andriani, E. N., Supriatna, N., & Nuriyanti, R. (2021). Development of Children’s Literature Book Based on Primary School Students’ Ecoliteration. Social, Humanities, and Educational Studies (SHEs): Conference Series, 4(1), 152. https://doi.org/10.20961/shes.v4i1.48719

Ilma, S., Irawati Al Muhdhar, M., Rohman, F., & Sapta Sari, M. (2022). Promoting students’ metacognitive awareness and cognitive learning outcomes in science education. International Journal of Evaluation and Research in Education (IJERE), 11, 20. https://doi.org/10.11591/ijere.v11i1.22083

Innocenti, T., Feller, D., Giagio, S., Salvioli, S., Minnucci, S., Brindisino, F., Cosentino, C., Piano, L., Chiarotto, A., & Ostelo, R. (2022). Adherence to the PRISMA statement and its association with risk of bias in systematic reviews published in rehabilitation journals: A meta-research study. Brazilian Journal of Physical Therapy, 26(5), 100450. https://doi.org/https://doi.org/10.1016/j.bjpt.2022.100450

Kunz, E. L. (2021). Ecological Writing Processes to Promote Environmental and Social Consciousnesses. In C. C. Ozaki & L. Parson (Eds.), Teaching and Learning for Social Justice and Equity in Higher Education (pp. 53–73). Springer International Publishing. https://doi.org/10.1007/978-3-030-69947-5_4

Lukitasari, M., Hasan, R., Sukri, A., & Handhika, J. (2021). Developing student’s metacognitive ability in science through project-based learning with e-portfolio. International Journal of Evaluation and Research in Education, 10(3), 948–955. https://doi.org/10.11591/IJERE.V10I3.21370

Pavlova, E. B. (2023). Linguistic and Pragmatic Potential of English-Language Environmental Internet Memes. Синергия Языков и Культур: Междисциплинарные Исследования 2022, 379.

Procel, G., Tacuri, M., López, K., & Criollo, P. (2023). The Influence of Cultural Context on English Teaching. Ciencia Latina Revista Científica Multidisciplinar, 7, 784–800. https://doi.org/10.37811/cl_rcm.v7i4.6920

Salo, A. E., Routarinne, S., Juvonen, R., & Kaasinen, A. (2023). Participatory roles adopted by elementary students when writing collaboratively in environmental and social studies classrooms. Journal of Writing Research, 15(1), 73–103. https://doi.org/10.17239/jowr-2023.15.01.04

Silva, F. S., & Silva, J. M. da. (2022). Ecological Literacy: Challenges of contextualization in the school curriculum in the city of Juazeiro-BA. International Journal of Advanced Engineering Research and Science, 9(12), 310–315. https://doi.org/10.22161/ijaers.912.33

Stewart, K. D., Christopher J. F., B., & and Askari, E. (2024). Change day: how a high school environmental justice class inspired student agency and prompted civic action. Race Ethnicity and Education, 27(7), 970–988. https://doi.org/10.1080/13613324.2022.2069744

T. Phani, M. (2023). Importance of Social Media to Create Environmental Awareness in Sustainable Higher Education System. Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 7. https://doi.org/10.4018/978-1-6684-7123-4.ch083

Welsh, K. M., Brock, C. H., Robertson, D. A., & Thrailkill, L. (Darian). (2020). Disciplinary Literacy in a Second-Grade Classroom: A Science Inquiry Unit. The Reading Teacher, 73(6), 723–734. https://doi.org/https://doi.org/10.1002/trtr.1881

Whitmarsh, O., & Geneseo, S. (2022). Environmental Education: An Active Pedagogy to Integrate Environmentalism, Engagement, and Equity. Proceedings of GREAT Day, 2021, 15. https://knightscholar.geneseo.edu/Availableat:https://knightscholar.geneseo.edu/proceedings-of-great-day/vol2021/iss1/15

Wuryaningrum, R. (2023). The Role Macrosystems as Main Proponent of the Ecology Approach in Scientific Writing Learning. European Journal of Education and Pedagogy, 4(3 SE-Articles), 10–19. https://doi.org/10.24018/ejedu.2023.4.3.663

Yasaroh, S., Wilujeng, I., Atun, S., & Indah Puspita Sari, M. (2023). Environmental Literacy Profile of Students in Natural Science Learning-Based Experiential. Jurnal Pendidikan Matematika dan IPA, 14(1), 33. https://doi.org/10.26418/jpmipa.v14i1.51680

Yolcu, H. H. (2023). Using project-based learning in an environmental education course and revealing students’ experiences: A case study. Science Activities, 60(3), 119–125. https://doi.org/10.1080/00368121.2023.2205825