Al-Barakat, A., AlAli, R., Alotaibi, S., Alrashood, J., Abdullatif, A., & Zaher, A. (2025). Science Education as a Pathway to Sustainable Awareness: Teachers’ Perceptions on Fostering Understanding of Humans and the Environment: A Qualitative Study. Sustainability, 17(15). https://doi.org/10.3390/su17157136

Borsari, B. (2025). Student-Centered Teaching for Sustainability Education in an Introductory Biology Course at Winona State University: A Case-Study. In World Sustainability Series: Vol. Part F819 (pp. 39–58). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-86985-3_3

Buerkle, A., O’Dell, A., Matharu, H., Buerkle, L., & Ferreira, P. (2023). Recommendations to align higher education teaching with the UN sustainability goals – A scoping survey. International Journal of Educational Research Open, 5, 100280. https://doi.org/https://doi.org/10.1016/j.ijedro.2023.100280

Burch, R., Trauth, A., Chajes, M., & Cha, D. (2023). Board 183: Utilizing On-Site Sustainability Technology to Engage K-12 Students in Engineering Learning (Work in Progress). ASEE Annual Conference and Exposition, Conference Proceedings. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172083414&partnerID=40&md5=0748280d40d573679bf1f67ce694fbaf

Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619–642. https://doi.org/https://doi.org/10.1002/pan3.10128

Chu, E. W., & Karr, J. R. (2017). Environmental Impact: Concept, Consequences, Measurement. In Reference Module in Life Sciences. https://doi.org/10.1016/B978-0-12-809633-8.02380-3

Elsayed, A. H., Pajuelo, M. L., Almaghaireh, I., Chaaban, K., Homsi, I., & Elmassri, M. (2025). Fostering Sustainability Leadership Through SDG 13 Integration in Business Curricula. Sustainability, 17(18). https://doi.org/10.3390/su17188297

Faizah, U., Susantini, E., Prastiwi, M. S., Raharjo, R., Indana, S., Kuswanti, N., & Ali, M. (2024). Profile of potential prospective biology teachers designing SDGs-Based Teaching Modules on learning planning courses to realize quality education. In S. N., P. B.K., S. M., L. L., A. G. M., & A. S. (Eds.), E3S Web of Conferences (Vol. 568). EDP Sciences. https://doi.org/10.1051/e3sconf/202456804025

Hartadiyati, E., Rusilowati, A., & Priyono, A. (2019). Representation of sustainability concept in prospective biology teacher learning. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032053

Holman, D., & Švejdarová, E. (2023). The 21st-Century Empowering Wholeness Adaptive (EWA) Educational Model Transforming Learning Capacity and Human Capital through Wholeness Systems Thinking towards a Sustainable Future. Sustainability, 15(2). https://doi.org/10.3390/su15021301

Honra, J. R., & Monterola, S. L. C. (2024). Fostering cognitive flexibility of students through design thinking in biology education. Cogent Education, 11(1), 2415301. https://doi.org/10.1080/2331186X.2024.2415301

Hsu, C.-H. (2025). Outdoor environmental education as a nature-based solution for “education” and “environment”: a new conceptual framework and its pilot application in a coastal community case study in Taiwan. Journal of Coastal Conservation, 29(1), 13. https://doi.org/10.1007/s11852-025-01099-w

Husamah, H., Permana, T. I., & Rahardjanto, A. (2025). Botanical Literacy in the Last Ten Years: Insights from Scopus. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 13(2), 233. https://doi.org/10.33394/j-ps.v13i2.15160

Husamah, H., Rahardjanto, A., & Permana, T. I. (2025). Collembola dan Konservasi Tanah Berkelanjutan: Review atas Wawasan dari Scopus AI. Jurnal Ilmiah Biologi UMA (JIBIOMA), 7(1), 46–59. https://doi.org/10.31289/jibioma.v7i1.6156

Husamah, H., Rahardjanto, A., Permana, T. I., & Lestari, N. (2022). Learning Media for Environmental Education, What Can the Scopus Database Tell Us? A Review. Al-Jahiz: Journal of Biology Education Research, 1(2), 1–8. https://mail.e-journal.metrouniv.ac.id/Al-Jahiz/article/view/9413/4040

Husamah, H., Rahardjanto, A., Permana, T. I., & Lestari, N. (2025). The relationship between environmental literacy, ecological literacy, and science for sustainability: A systematic literature review. Research and Development in Education (RaDEn), 5(1), 351–364. https://doi.org/10.22219/raden.v5i1.39957

Husamah, H., Rahardjanto, A., Permana, T. I., Lestari, N., Azizah, J., & Shukri, A. A. M. (2025). Menyelisik kontribusi sepakbola pada tujuan pembangunan berkelanjutan: Tinjauan literatur dari metadata Scopus. Sepakbola, 5(1), 59–76. https://doi.org/10.33292/sepakbola.v5i1.418

Jackson, W. M., Binding, M. K., Grindstaff, K., Hariani, M., & Koo, B. W. (2023). Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues. Sustainability (Switzerland), 15(7). https://doi.org/10.3390/su15075766

Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. https://doi.org/10.1016/j.cpr.2010.03.001

Leal Filho, W., Viera Trevisan, L., Sivapalan, S., Mazhar, M., Kounani, A., Mbah, M. F., Abubakar, I. R., Matandirotya, N. R., Pimenta Dinis, M. A., Borsari, B., & Abzug, R. (2025). Assessing the impacts of sustainability teaching at higher education institutions. Discover Sustainability, 6(1), 227. https://doi.org/10.1007/s43621-025-01024-z

Lestari, N., & Suyanto, S. (2023). Ecopedagogy: Biology Learning Profile of High School in Pulau Timor. Journal of Education Culture and Society, 14(2), 494–511. https://doi.org/10.15503/jecs2023.2.494.511

Li, S., Liu, Z., Tripathi, V. C., & Mohamed Hashim, M. A. (2025). An investigation of landscape of environmental education (EE): A bibliometric and systematic literature review. The International Journal of Management Education, 23(3), 101229. https://doi.org/https://doi.org/10.1016/j.ijme.2025.101229

Linder, B., & Huang, J. (2022). Beyond Structure-Function: Getting at Sustainability within Biomimicry Pedagogy. Biomimetics, 7(3). https://doi.org/10.3390/biomimetics7030090

Munandar, R. R., Hidayat, T., Sanjaya, Y., & Riza, L. S. (2025). Deep learning and genomic strategies for ocean literacy development. AIMS Environmental Science, 12(3), 461–477. https://doi.org/10.3934/environsci.2025021

Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075

Nurtian, J. A., & Aminatun, T. (2019). Reinforcing national character education in biology based on the education for sustainable development concept. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012025

Parikh, P., Diep, L., Hofmann, P., Tomei, J., Campos, L. C., Teh, T.-H., Mulugetta, Y., Milligan, B., & Lakhanpaul, M. (2021). Synergies and trade-offs between sanitation and the sustainable development goals. UCL Open. Environment, 3, e016. https://doi.org/10.14324/111.444/ucloe.000016

Portus, R., Aarnio-Linnanvuori, E., Dillon, B., Fahy, F., Gopinath, D., Mansikka-Aho, A., Williams, S.-J., Reilly, K., & McEwen, L. (2024). Exploring the environmental value action gap in education research: a semi-systematic literature review. Environmental Education Research, 30(6), 833–863. https://doi.org/10.1080/13504622.2024.2314060

Rihana-Abdallah, A. (2006). Bridging the gap between environmental engineering, chemistry, and biology. ASEE Annual Conference and Exposition, Conference Proceedings. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029022164&partnerID=40&md5=0d6e0fb5e86152f04faba3d2de9689cb

Salama, A. M., & Patil, M. P. (2025). The Socius in Architectural Pedagogy: Transformative Design Studio Teaching Models. Architecture, 5(3). https://doi.org/10.3390/architecture5030061

Sukhontapatipak, C., & Srikosamatara, S. (2012). The role of field exercises in ecological learning and values education: Action research on the use of campus wetlands. Journal of Biological Education, 46(1), 36–44. https://doi.org/10.1080/00219266.2011.554574

Vare, P. (2021). Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers. Sustainability, 13(5). https://doi.org/10.3390/su13052790