Krida Puji Rahayu, Moch Bayu Ibrahim S, Aisha Sami

Integrating STEM and SDGs in Elementary School: Fostering Environmental Awareness Through Practical Chemistry

Introduction

Integrating stem and sdgs in elementary school: fostering environmental awareness through practical chemistry. Integrate STEM and SDGs in elementary education to foster environmental awareness through practical chemistry. This study enhances scientific literacy, critical thinking, and environmental care in primary students.

Abstract

This study examines the integration of Science, Technology, Engineering, and Mathematics (STEM) with the Sustainable Development Goals (SDGs) in elementary science learning, particularly within environmental chemistry contexts. In response to escalating global environmental challenges, elementary education plays a strategic role in fostering students’ environmental awareness and sustainable behavior from an early age. This research employs a systematic literature review (SLR) approach to analyze recent national and international studies published between 2020 and 2025 that investigate STEM-based learning aligned with SDGs. The selected studies include various hands-on and contextual learning activities, such as plastic waste recycling into paving blocks, composting organic waste, and the use of STEM-based digital learning materials. The results reveal that contextualizing chemistry concepts, including polymer properties, biodegradation, and waste management, through practical STEM projects significantly enhances students’ scientific literacy, critical thinking skills, and environmental care character. In addition, the integration of SDGs, particularly Goal 4 (Quality Education), Goal 12 (Responsible Consumption and Production), and Goal 13 (Climate Action), into elementary science curricula effectively promotes responsible environmental stewardship. These findings indicate that context-based and project-oriented STEM learning provides meaningful learning experiences that bridge scientific concepts with real-world environmental issues. This study concludes that the integration of STEM and SDGs through hands-on, contextual learning represents an effective pedagogical approach for strengthening environmental awareness in elementary education. Furthermore, this research contributes to the field of science education by offering a systematic synthesis of empirical evidence and proposing an integrated STEM–SDGs framework as a theoretically grounded model for enhancing scientific literacy and socio-environmental responsibility at the primary education level.

Review

This study presents a timely and highly relevant systematic literature review examining the integration of STEM and Sustainable Development Goals (SDGs) within elementary science education, particularly through the lens of environmental chemistry. Addressing the critical need to foster environmental awareness from a young age, the research effectively synthesizes recent national and international studies (2020-2025) exploring hands-on and contextual learning activities. The overall impression is positive, highlighting a robust effort to bridge scientific pedagogy with pressing global challenges and offering a valuable synthesis for educators and policymakers. A key strength of this work lies in its clear articulation of how practical chemistry projects, such as plastic recycling and composting, significantly enhance students' scientific literacy, critical thinking, and environmental care. The abstract effectively conveys that these contextualized learning experiences, integrating SDGs like Quality Education (Goal 4), Responsible Consumption (Goal 12), and Climate Action (Goal 13), are highly effective in promoting responsible environmental stewardship. Furthermore, the proposed integrated STEM–SDGs framework is a valuable theoretical contribution, offering a systematically grounded model for enhancing scientific literacy and socio-environmental responsibility at the primary level, supported by a robust synthesis of empirical evidence. While the study provides a compelling case for the efficacy of integrated STEM-SDG approaches, a potential area for further discussion or future research, building on this excellent synthesis, could involve delving into the practical challenges and contextual nuances of implementing such a framework across diverse elementary school settings. For instance, the abstract, as an SLR, indicates *what* works, but the full paper could potentially discuss barriers or facilitators (e.g., teacher professional development, curriculum flexibility, resource allocation) identified within the reviewed literature that influence successful adoption of these pedagogical strategies. Nonetheless, this review serves as an excellent foundation, offering valuable insights for educators and policymakers seeking to cultivate environmentally conscious citizens.

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