Digital E-Modules in Elementary Science Education: A Systematic Review on Supporting Education for Sustainable Development

Abstract

This study aims to systematically analyze the role of e-modules in elementary science education within the framework of Education for Sustainable Development (ESD). A systematic literature review (SLR) was conducted by examining 13 empirical studies published between 2016 and 2025, selected through predefined inclusion and exclusion criteria. The analysis focused on the characteristics, effectiveness, and pedagogical contributions of e-modules in enhancing learning outcomes and sustainability-related competencies. The findings indicate that e-modules significantly improve students’ conceptual understanding, learning outcomes, and higher-order thinking skills (HOTS), particularly when designed using interactive, inquiry-based, and contextual approaches. Furthermore, e-modules integrating sustainability contexts and environmental issues contribute to the development of sustainability literacy, environmental awareness, and responsible behavior. The incorporation of local knowledge and ethnoscience also enhances the relevance and effectiveness of learning by connecting scientific concepts with students’ real-life experiences. The study highlights that the effectiveness of e-modules is strongly influenced by instructional design, offering practical implications for educators and policymakers in designing meaningful, effective, and ESD-aligned e-modules. However, limitations remain, including the predominance of short-term studies and limited exploration of advanced sustainability competencies such as systems thinking. This study contributes to the theoretical development of digital learning in sustainability education and provides practical implications for educators and policymakers in designing meaningful and future-oriented science learning in elementary education