Integrating Local Wisdom into Indonesian Science Education for Sustainable Development: A Systematic Literature Review

Abstract

Background Integrating local wisdom into science education may connect scientific knowledge with learners’ cultural and environmental contexts while supporting Education for Sustainable Development. However, evidence from Indonesia remains dispersed across regions, educational levels, science topics, pedagogical approaches, and learning outcomes. Methods This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Four databases were searched for studies published between 2021 and 2026. Of 1,273 records identified, 26 empirical studies met the eligibility criteria. The included studies were analyzed using descriptive mapping and thematic synthesis. Results Local wisdom was integrated through three main pathways: knowledge reconstruction, learning-resource development, and pedagogical implementation. The studies covered 13 geographic contexts, with research concentrated in Central Java, South Kalimantan, and West Nusa Tenggara. Integration involved ethnoscience, cultural practices, Indigenous knowledge, ethnomedicine, and traditional ecological knowledge, implemented through contextual, inquiry-based, project-based, outdoor, blended, and hybrid learning. Reported outcomes included scientific and conceptual competence, higher-order thinking, environmental and systems competence, and cultural, social, and value-oriented outcomes. Scientific literacy and conceptual understanding were examined more frequently than multidimensional sustainability competencies. Methodological heterogeneity, short-term assessment, uneven community participation, and limited replication across contexts were common limitations. Conclusions Local wisdom can support culturally situated science education for sustainable development when cultural relevance, scientific accuracy, pedagogy, and assessment are deliberately aligned. Future research should broaden geographic representation, strengthen community co-design and teacher preparation, use longitudinal and comparative designs, and assess sustainability-related competencies more comprehensively.