How Green Campus Policy Can Empower Ecoliteracy for Pre- Service Teacher in Digital Era Transformation

Santy Dinar Permata, Ni Luh Sakinah Nuraini, Candra Utama

Abstract


This study aims to develop a conceptual framework that integrates Green Campus policies, ecoliteracy enhancement, and digital pedagogy competencies as empowerment strategies for prospective elementary school teachers in the era of digital transformation. The method used is a conceptual approach through literature synthesis and policy analysis. Data were obtained from the Green Campus policy documents of Malang State University, scientific literature on ecoliteracy, and studies on digital pedagogy. The framework was developed in three stages: identification of key concepts, analysis of interrelationships between concepts, and construction of a conceptual model. The research findings indicate that the synergy between Green Campus as an institutional foundation, ecoliteracy as an individual core competency, and digital pedagogy as a medium for learning transformation can produce prospective teachers who are adaptive to sustainability and technology issues. The practical implications of this framework are the need for teacher education institutions to design integrative curricula and training programs that combine sustainability values with digital literacy. This research is expected to serve as a reference in efforts to strengthen the capacity of prospective elementary school teachers as agents of change in the 21st-century education
era.

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