Abstract
This article discusses a new concept in history learning with a thematic history approach, namely environmental history. This concept is needed forlearning in schools in order to achieve several SDGs indicators, to welcome Society 5.0, and to meet the needs of learning innovation in the Merdeka Curriculum. This study uses qualitative research methods with data collection techniques through in-depth interviews, documentation, literature, and questionnaires. Data analysis was carried out by: (1) data reduction; (2) data presentation; and (3) data verification. The results of this study consist of theoretical basis for the implementation of thematic history learning in schools; the concept of Ecohistory and its relevance to the achievement of the SDGs to meet Society 5.0; and its implementation at school.
 Keywords: learner-centered instruction, teacher-centered instruction, English proficiency, student teachers
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