Quality Of Education In Schools Research Articles

Features of the educational strategy of school graduates when entering regional universities in Russia

Introduction. With the change of generations, changes in the socio-economic conditions of life, global processes affecting local levels, the previously habitual mechanisms for the functioning of social institutions, in particular, education, also change. Restrictions on entry into the higher education system generate competition for state-funded places, and the USE mechanism is a key way to select the most talented and capable applicants. School graduates find other ways to universities because of the competitiveness and complexity of the Unified State Exam, along with the traditional trajectory of entering a university. The purpose of the study is to identify and analyze the educational strategies that Russian school graduates choose, the factors that determine this choice, and the problems that give rise to the variety of educational trajectories of graduates. Materials and methods. The study was conducted using an online survey among first-year students of two Volgograd universities – Volgograd State University and Volgograd State Technical University in October 2022 (N=527), the task of representation by gender and age was not set. Methods: analysis of sources, online survey, scaling, mathematical statistics (calculation of arithmetic mean), analysis of frequency distributions, analysis of contingency tables. Results. The quality of preparation for the USE is provided not only by general education schools, but also by various forms of additional education, tutors, courses, online schools. The overall level of USE results in the Volgograd region, based on average values, fluctuates in the range of 45-55 points out of 100, while the average scores for admission to the studied Volgograd universities, which were included in the study area of the authors, are 66.4 and 68.7 points, and in the capital - much higher. However, as the analysis of empirical data shows, the decision to enter a university is made on the basis of a wider range of factors, including the territorial location of the university, family traditions, and the socioeconomic status of the family. A rational approach to the implementation of the educational strategy gives rise to the so-called. "transit" trajectory of entering the university after college graduation. Admission to an institution of secondary vocational education can be an intermediate stage (for example, the share of college graduates in full-time departments of universities in Volgograd is 13%, in Russia – about 21%), or be the ultimate goal of the educational trajectory. Conclusion. Admission to a university after the 11th grade brings to the fore the quality of education in schools and preparation for the Unified State Exam, as a tool for the competitive selection of applicants applying for state-funded places at a university. Entering a university after graduating from college is not the most popular strategy, but it avoids the procedure for passing the exam, since admission is based on the results of the university's internal exams. Entering college after the 11th grade is a forced measure and reflects the problems of limited access to higher education on a budgetary basis, competition among applicants, poor preparation for the Unified State Examination, low level of family well-being, etc.

Образовательные и мотивационные предикторы академических достижений (на материале данных PISA 2018 по чтению)

<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>

Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey.

Spanish is the language in the United States with the greatest language-concordant physician deficit. Allopathic medical Spanish programs have proliferated, but the national prevalence of medical Spanish education at osteopathic medical schools has never been evaluated. The objectives of this study are to describe the medical Spanish educational landscape at US osteopathic schools and evaluate program adherence to previously established basic standards. Between March and October 2022, surveys were sent to all 44 member schools of the American Association of Colleges of Osteopathic Medicine (AACOM). For nonrespondents, data were obtained from publicly available websites. Primary surveys were sent to deans or diversity, equity, and inclusion officers at each osteopathic school to determine whether medical Spanish was offered and to identify a medical Spanish leader. Medical Spanish leaders received the secondary survey. The main measures of this study were the prevalence of medical Spanish programs at osteopathic schools and the extent to which existing programs met each of the four basic standards: having a faculty educator, providing a curricular structure, assessing learner skills, and awarding institutional course credit. We gathered medical Spanish information from 90.9 % (40/44) of osteopathic schools. Overall, 88.6 % (39/44) offered medical Spanish, of which 66.7 % (26/39) had formal curricula, 43.6 % (17/39) had faculty educators, 17.9 % (7/39) assessed learner skills, and 28.2 % (11/39) provided course credit. Only 12.8 % (5/39) of osteopathic schools with medical Spanish programs metall basic standards. Urban/suburban schools were likelier to offer medical Spanish than rural schools (p=0.020). Osteopathic schools in states with the highest Spanish-speaking populations were more likely to offer student-run initiatives (p=0.027). Most osteopathic schools provide medical Spanish education, but work is needed to improve consistency, quality, and sustainability. Future research should focus on osteopathic student language proficiency assessment, improve medical Spanish accessibility for students at rural programs, and explore the unique content areas of osteopathic medical Spanish education.

Curriculum Leadership of Academic Administrators in Selected Higher Vocational Schools in China

In today's ever-changing and developing educational environment, the curriculum leadership ability of school administrators has become a key factor in improving the quality of school education. Therefore, an in-depth understanding of teachers’ and administrators’ evaluations of administrators’ curriculum leadership abilities and best practices in school curriculum development is of great significance for promoting educational innovation and improving the overall quality of schools. This study aims to delve into this topic through literature research, logical analysis, interviews and other methods, provide scientific guidance and practical experience for school administrators, and deeply explore the evaluation of teachers and administrators on the curriculum leadership ability of school administrators and their best practices for administrators in school curriculum development. In terms of evaluation, the current design status shows the characteristics of diversification, comprehensiveness, combination of quantitative and qualitative, dynamic and interactive, providing managers with more comprehensive course leadership feedback. In terms of instructions, clear, specific, and consistent features provide a clear direction for evaluation and ensure that the evaluation is fair and effective. The implementation process focuses on standardization, comprehensiveness, objectivity, effectiveness and sustainability, making evaluation a continuous driving force for the development of managers. The evaluation process emphasizes science, comprehensiveness, combination of qualitative and quantitative, dynamic and developmental nature, and provides managers with targeted development suggestions. Finally, in terms of best practices in school curriculum development, managers can effectively lead the development of school curriculum through steps such as needs analysis, curriculum design, teacher training, resource integration, feedback and improvement, curriculum evaluation and quality assurance, and curriculum promotion and sharing, improve the quality of education. These findings provide a useful guidance framework for school administrators to better understand and improve their own curriculum leadership.

Exploration of PAI Teacher Challenges and Opportunities; Case Study of Implementation The Independent Learning Curriculum, In East Lombok Elementary Schools

Education in Indonesia is experiencing a significant transformation, one of the concrete steps in dealing with this development is the implementation of the Independent Learning Curriculum. The Independent Learning Curriculum carries the principle of inclusivity and views every child as an individual who has unique potential, however it still has several challenges and opportunities for Islamic religious education teachers. This study focuses on the challenges of Islamic religious education teachers in implementing, knowing opportunities for teachers and analysing the role of the independent learning curriculum in learning Islamic religious education in elementary schools. The method in this research is a case study using a qualitative design with a phenomenological approach. Data collection techniques use semi-structured interviews, observation and documentation techniques. Data sources are PAI teachers, school principals and PAI Teacher Working Groups in 32 elementary schools in East Lombok. Thematic analysis is used to analysis the extent to which curriculum implementation can be implemented. The results of the research identified several challenges faced by PAI teachers, including adapting student-focused learning approaches, limited resources and infrastructure and strengthening curriculum evaluation. Other findings include opportunities for PAI teachers to utilize technology, increase student engagement, collaboration between subjects for cross-disciplinary learning and an emphasis on developing student skills. In conclusion, PAI teachers need to strive to align PAI learning with curriculum vision and principles that include student-based, contextual and collaborative learning. Meanwhile, opportunities that can be exploited include making PAI learning more interesting, relevant and collaborative and PAI teachers being able to utilize the role of the independent learning curriculum as an opportunity to improve the quality of Islamic religious education in elementary schools, helping students understand religious values and teachings, and being able to support character education efforts based on moral values.

Effect of Instructional Supervision on Education Quality in Secondary Schools in Kaham District, Tanzania

The pursuit of quality learning experiences is vital to fostering individual growth, societal progress, and global competitiveness. This paper assessed the role of instructional supervision in the delivery of quality education. This study was conducted in 5 selected secondary schools in Kahama, Tanzania. A mixed research approach and a convergent parallel design were used. One hundred and fifty seven (157) respondents composed of 142 teachers, 5 heads of schools, 5 school board members, 4 ward educational officers and 1 district educational officer were involved. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analysed using Statistical Packages for Social Science (SPSS, version 21) while qualitative data were analysed thematically. The findings indicate that when instructional supervision is conducted appropriately it significantly contributes to teacher professional growth which in turn contributes to optimizing the quality of education. Additionally, the study found maximum cooperation between supervisors and supervisees to be paramount in instructional supervision. The findings also indicated that for instructional supervision to be effective, school leaders are to promote a culture of academic excellence, by ensuring conducive teaching and learning environment. Moreover, classroom visits should be regarded as supporting and encouraging teachers rather than a faulty finding strategy. Hence, this study is a wakeup call to all those involved in instructional supervision to strive towards promoting a positive mindset towards instructional supervision and to give it the priority it deserves to ensure the achievement of quality education

Transforming Private Islamic Religious Colleges (STAIS) into Institutes (IAIS) to Enhance the Quality of Private Islamic Religious Higher Education (PTKIS)

The purpose of this study is to describe the factors driving the transformation, the process of converting Private Islamic High Schools into Private Islamic Religious Institutes in Jambi Province, and to assess the quality of education in Private Islamic High Schools before and after the transformation. The researcher conducted field research using qualitative research methods and a phenomenological approach. Data was collected through observation, interviews, and documentation. Data analysis includes data reduction, presentation, verification, and conclusion. This research produces results: first, the factors that influenced the transformation of Islamic Religious Colleges in Jambi Province into Islamic Religious Institutes can be divided into two categories: internal and external factors. Second, implementing the transformation into Islamic Religious Institutes through the history of IAI, specifically Bungo and Nusantara Batanghari, the pioneering period, the STAIS periods, and the IAIS periods. Third, the quality of education before transformation, namely the lack of socialization of vision, mission, and goals to external parties. Fourth, the quality of PTKIS education after transformation, namely developing campus resources and involving lecturers to continue to doctoral and master’s programs for employees at universities, etc.

Kegiatan Lokakarya Perencanaan Berbasis Data Program Sekolah Penggerak Angkatan I Tahun Ketiga di Kabupaten Soppeng

Data-based planning is the process of collecting, analyzing and using data to determine goals, strategies and activities that will be carried out to improve and increase the quality of education in schools which is very important to understand in the Driving School Program. The aim of this workshop activity is that participants who attend are able to prepare data-based plans which will later produce Annual Work Plans (RKT) and School Work Plans and Budgets (RKAS) which are part of data-based planning in schools. The method used in the form of a data-based planning workshop is participatory from the learning committee, namely the principal and elementary school teachers of each school, including from 4 levels of elementary school, namely SDN 100 Dare Bunga-Bungae, SDN 118 Ujung, SDN 238 Laempa, and SDN 5 Mattiropole in the area. Soppeng Regency. The data-based planning workshop activity was held on Saturday 11 November 2023 at SMPN 3 Watansoppeng by involving participants directly during the activity with a flow of activities starting from the opening, starting from the self, concept exploration, collaboration space, contextual demonstration, real action plan and closing. The final result of this data-based planning workshop activity is a draft product of the Annual Work Plan (RKT) and School Work Plan and Budget (RKAS). Thus, these data-based planning activities can have a positive impact on each school in the Class I Driving School Program, which can strengthen various participants' skills and competencies in preparing designs related to data-based planning, thereby encouraging digitalization in schools

The Effect of the Principal's Leadership Effectiveness on Teacher Performance at SMK Negeri 1 Pantai Cermin

SMK Negeri 1 Pantai Cermin, the Principal plays an important role in shaping policy, fostering a positive organizational culture, and offering strategic support to teaching staff. It is important to dig deep to understand the significant influence of principal leadership on teacher performance. This article will examine how effective leadership can foster a work environment that motivates and empowers teachers, ultimately improving the quality of education in schools. The main focus of this study is to assess the impact of the principal's leadership effectiveness on teacher performance at SMK Negeri 1 Pantai Cermin. Quantitative research methods will be used to achieve this goal. The process of quantitative research involves the utilization of numerical data to acquire knowledge and analyze information. Data collection methods in this type of research include questionnaires and documentation studies. The findings of this study show that the principal's leadership style has an impact on improving teacher performance. The effectiveness of a teacher's performance is determined by how well the principal displays the success of the school in its management. This is supported by an R square adjust value of 0.232 which shows that the principal's leadership style accounts for 23.2% of the variation in teacher performance. The remaining 76.8% was influenced by other variables that were not studied in this study, such as teacher compensation, teaching materials, teaching methods, curriculum readiness, school facilities and infrastructure.

Systematic literature review on the implementation of the Six Sigma approach in education

<span lang="EN-US">The quality of teaching and pedagogical practices of teachers is a global issue in education. The success of Six Sigma in several industries stimulates its potential to be applied in the field of education. However, discussions related to Six Sigma development in systematic education are still very limited. Therefore, this systematic literature study was conducted to synthesize empirical data on the implementation of the Six Sigma approach in education. This study focuses on two main objectives, namely, to identify the trends in the implementation of the Six Sigma approach in education based on national and year tendencies as well as to identify research sampling trends and the focus of the field of study. The Web of Science and Scopus databases have been used based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA). The findings of systematic literature articles showed that India is the most dominant country conducting Six Sigma studies in education. Furthermore, related studies were conducted the most in 2017. In addition, the research samples are also more focused on the context of higher education institutions. These findings help improve the general understanding of Six Sigma in education to improve the quality of teachers in schools further.</span>

PENERAPAN NILAI-NILAI PROFIL PELAJAR PANCASILA DALAM KEGIATAN PENGENALAN LAPANGAN PERSEKOLAHAN DI SD KANISIUS WONOGIRI

The Pancasila student profile is part of the vision and mission of the Ministry of Education and Culture, which is very important to implement in educational institutions to develop students into Pancasila students who demonstrate faith, devotion to God Almighty and the values ​​of noble morality, critical reasoning, global diversity, mutual cooperation. cooperative, independent and creative. It is hoped that the Pancasila student profile can be implemented well as part of the independent learning curriculum, it is hoped that it will be applied both in learning and in the independent learning program in introductory activities to the school field. The aim of this research is to describe the profile values ​​of Pancasila students through a series of school field introduction (PLP) activities in 2023. This research is a type of descriptive qualitative research. Data was collected through documentary research and interview methods. The informants were 3 PLP students at Kanisius Wonogiri Elementary School, Central Java. Data were analyzed using a process of data reduction, presentation and drawing conclusions. The results of the research show that the value of the Pancasila student profile is realized through mutual cooperation actions, literacy and numeracy activities, religious teaching, camp exercises and school culture. The profile of Pancasila students is very important and is related to the Indonesian government's efforts to implement character education in schools and higher education.

Survey On Reasons of and Countermeasures for Students’ boredom of Learning in Shangqiu City Vocational Education Center

Education is the foundation of national development. With the development of the Chinese economy, vocational education is increasingly valued by the government. As an important component of China's education system, vocational education is an important form of education to improve the quality of Chinese citizens and plays a crucial role in China's modernization and industrialization construction. According to the National Vocational Education Reform Implementation Plan released by the State Council in 2019, vocational education should be placed in a more prominent position in education reform and innovation and economic and social development, and efforts should be made to cultivate high-quality workers and skilled talents. Many parents and students also consider secondary vocational schools as their first choice for further education. However, the current education level of many secondary vocational schools is far from meeting the requirements of parents and students. The quality of education in secondary vocational schools is uneven, the learning atmosphere is poor, and students generally have a serious boredom of learning. To change this situation, maximize the learning interest of vocational school students, enable them to better adapt to the learning and life of vocational schools, and become the talents needed in modern society, this study takes students from Shangqiu City Vocational Education Center as the research object. Based on drawing on the research results of domestic and foreign scholars, a survey and interview method were adopted, and a qualitative analysis research method was adopted to investigate the basic learning status of students in Shangqiu City Vocational Education Center. Summarized the factors that lead to students’ boredom of learning in secondary vocational schools, and proposed practical and feasible strategies to solve the problem of students’ boredom of learning in secondary vocational schools, aiming to reduce student aversion to learning and promote better development of vocational education.

Understanding The Gap Between Policy and Implementation of Vocational Secondary Education To Realize Sustainable Development: The Case of East Java Province, Indonesia

Introduction: This research aims to analyze and describe the gap between vocational secondary education policies in East Java Province, Indonesia, and the actual situation to realize sustainable development. It is hoped that a regulation can be the right solution to improve the quality of vocational secondary school education and adapt to technological developments and the industry and business world needs. The articles in East Java Governor Regulation Number 22 of 2017 concerning the Revitalization Acceleration of Vocational High Schools in East Java Province still become a serious problem that needs attention. Policy implementation problems of vocational secondary education in East Java Province have not yet been resolved properly, including: (1) lack of communication between schools and the business world and industry caused the difficulty for schools in getting partners. However, this situation impacts students at the time they carry out industrial work practices. Even if they succeed in getting a partner, other problems often happen such as a mismatch between the skills program at school and the substance of the work carried out in industrial work practices. Besides, the duration of industrial work practice is inadequate, because it is generally practiced for less than 1 semester, and quite a few only happened within 3 months; (2) not all residents in East Java have access to quality vocational secondary education services due to the limited capacity of people with weak economic backgrounds, limited number of schools, and limited school capacity; (3) shortage of teachers both in number and competence; (4) there is still a long waiting period for vocational high school graduates to enter the workforce. Theoretical framework: In general, the task of implementation is to establish a link that allows the goals of public policies to be realized as outcomes of governmental activity (Grindle, 2017). Policy implementation is the meaning of implementing laws where various actors, organizations, procedures, and techniques work together to achieve policies or program goals. (Stewart, Jr., J., Hedge, D.M., & Lester, 2008). Implementation is the process of translating policy into action. The implementation process is complicated and complex (Barrett, 2004). This needs to be understood because the implementation process involves the interaction of many variables as well as formulating delivery activity mechanisms. Complexity in the process often raises several problems. Edward III (1980) revealed that "Because the four factors are operating simultaneously and interacting with each other to aid or hinder policy implementation the ideal approach would be to reflect this complexity by discussing them all at once." This means that policy implementation works simultaneously and interacts with each other to support and hinder policy implementation, so the ideal approach is to reflect complexity by discussing factors that support the success of policy implementation which include communication, resources, implementing attitudes (disposition), and bureaucratic structures. The policy implementation model can be explained and analyzed by looking for relationships among the dimensions that form it, so it can explain an effective implementation. Method: The research method used is qualitative conducted through interviews, observation, and document data. Interviews were conducted by stakeholders from the public and private sectors at regional and local levels. Researchers conducted document analysis related to regulations on the revitalization of vocational secondary education. Results and Conclusions: The research results show the high rate of educated unemployment is caused by several aspects. Many vocational high schools do not have job training centers and 55 percent of vocational high schools do not have laboratories. However, not all aspects are strong, such as communication, human resources, implementing attitudes, and bureaucratic structure. Moreover, researchers found that a lack of coordination among actors caused the implementation process to run imperfectly.

A Systemic Perspective to Realizing and Improving Quality of Education in Schools

Poor education quality leads to student failure. Improving education quality requires an interdisciplinary approach from various stakeholders with skills to develop educational interventions. Training education personnel in quality improvement processes without buy-in from systems theory is unlikely to be successful. We examine how systems theory helps in education quality realization. An analysis of education levels and their roles in the attainment of education quality is done. This discussion leads to a conclusion of the need for an effective interdisciplinary systemic perspective to realize education quality. The study recommends education systems to apply systems theory to understand educational issues for improvement purposes.

The Role Of The School Principal As A Learning Leader In Strengthening The Professionalism Of Batik Surakarta Junior High School

This article examines the role of the school principal as a learning leader in strengthening teacher professionalism at SMP Batik Surakarta. Teacher professionalism plays a crucial role in improving the quality of education in schools. Therefore, the school principal has a significant responsibility to motivate, inspire, and lead teachers in developing their professionalism. This study employed a qualitative research method, utilizing data collection techniques such as observation, interviews, and document analysis. The respondents consisted of the school principal and 10 teachers from SMP Batik Surakarta. The research findings demonstrate that the school principal plays a central role as a learning leader in enhancing teacher professionalism. As a leader, the school principal provides clear directions and a strong vision to the teachers. They also offer relevant professional training and development, facilitate the exchange of ideas and best practices, and provide constructive feedback to assist teachers in improving their skills and knowledge. Furthermore, the school principal creates a collaborative and appreciative culture within the school, where teachers can support and work together to achieve common goals. The school principal also ensures the availability of adequate resources and a conducive learning environment for teachers to carry out their duties with professionalism. This research concludes that the role of the school principal as a learning leader is crucial in strengthening teacher professionalism at SMP Batik Surakarta. By taking this role seriously, the school principal can motivate and guide teachers to become more professional in their teaching, which, in turn, will have a positive impact on the quality of education in the school.

The Tindih Value of the Sasak Tribe as a Basic Value in Developing Character Education in Schools

Character is something that can be educated, built, through effective education both through formal education, non-formal education, and informal. This view intensifies comprehensive character education efforts through various educational channels. Character education built in the education system is character education based on cultural values so that the character of the community will be formed socially. Thus, in understanding the character of a person or a society, it must first be understood the cultural value system that builds it. The tindih value of the Sasask tribe in this case can be applied through a learning model in schools so that students are able to have a positive character that reflects the noble values of the Sasak ethnicity. Tindih values are values that mean motivation to become proper, obedient, and spur, solah, and seleh as the basis of the philosophy of the Sasak community.

The relationship between success in small business management and the quality of school education

ABSTRACT The main goal of the research is to identify the correlation between indicators of learnability in entrepreneurial abilities and indicators of business manager effectiveness. The study was based on a sample of 130 respondents in Group 1 and 140 respondents in Group 2. It can be inferred that 81% of the variances in the measurement of performance, 64% of the variances in the assessment of adaptability, and 61% of the variances in the evaluation of business managers’ satisfaction can be explained by the linear regression of measuring entrepreneurial education. The content and quality of entrepreneurial education, as well as satisfaction with entrepreneurial education, can be considered strong predictors of further decisions regarding the continuation of education in the field of entrepreneurship. This pertains to both current entrepreneurs and potential ones. The findings of this article have the potential to enhance the context of entrepreneurial education.

Organizational Leadership Strategies in Improving the Quality of School Education in the Digital Era

This research explores the function of leadership in the digital age. Educational institutions, especially secondary schools, need to adapt to the rapid development of technology. The quality of education is important to keep pace with the high demand for human resources in the future. The Indonesian Ministry of Education states that there are four competencies (4C) that students must have in facing the digital era, namely critical thinking and problem solving, creativity and innovation, collaboration, communication. The quality of organizational leadership in the secondary school environment is determined by the leadership of the principal. This research concludes that school quality is determined by instructional and transformational principal leadership strategies. These two types of leadership can influence teacher performance indirectly through changes in school climate. Improved teacher performance has a direct impact on student performance. Thus, principals' instructional and transformational leadership strategies are the main factors in determining the quality of secondary school education in the digital era.

Meta Analisis Tentang Dinamika Kepemimpinan Sekolah Dasar di Asia Tenggara

This research aims to determine the dynamics of human capital-based principal leadership in developing effective elementary schools based on Islamic law in Southeast Asia. This research uses a qualitative meta-analysis method with data originating from UNESCO data and the results of research that has been conducted and published online nationally and internationally for the period 2020-2023. Leadership dynamics is a process that continues to change and develop in leading an organization or team. Dynamic leaders are mentors who not only influence and develop the people they lead, but are also able to read and react to different individuals. School principals have an important role in educational mobility and improving the quality of school education in Southeast Asia. The findings that researchers obtained from these evaluative and relational techniques have important meaning for academics in the field of Islamic education.

Implementasi Ekopedagogi Dalam Pembelajaran Sekolah Dasar : Meningkatkan Kesadaran Lingkungan Dan Keterlibatan Siswa

This research aims to find out how ecopedagogy is implemented in elementary school learning to increase environmental awareness and student involvement. This article was prepared using the systematic literature review (SLR) method. Searches were carried out using Google Schooler. In the initial stage of the journal search, 235 journal articles were obtained with a time limit, namely from 2014 to 2023. The procedure for searching and selecting articles in this study used preferred reporting items for systematic reviews & meta-analyses (PRISMA). Ecopedagogy discusses three main areas, namely technical ecoliteracy , critical ecoliteracy, and cultural ecoliteracy. The implementation of ecopedagogical integration in elementary school management which aims to instill environmental character values ​​from generation to generation can be carried out in several forms, namely integration in the curriculum and learning by including an understanding of ecology in the subjects or materials taught and the application of methods or media. Environmentally caring character education aims to instill values ​​and awareness of the environment in students. Case studies of the application of ecopedagogy in education show that it can be applied through digital media and multi-dominant learning to develop cognitive, psychomotor and environmental awareness. Barriers to implementing environmentally caring character education in schools include internal factors such as students' bad habits and lack of knowledge, as well as external factors such as inadequate learning support equipment and lack of cooperation between teachers and parents. Collaboration between teachers, students, parents, and the community is essential for successful implementation.