<![CDATA[The transition toward a sustainable economy has placed green economy education as an urgent agenda in basic education, including social studies (IPS) learning in elementary schools. This qualitative study analyzes the implementation of green economy education within IPS learning for fifth-grade students at SDN 197/III Kemantan Kebalai, involving 22 students as research subjects. The study employed a descriptive qualitative case study design, with data collected through classroom observation, semi-structured interviews with the class teacher and students, and documentation of lesson plans and student worksheets. Data were analyzed using the interactive model of Miles and Huberman, comprising data condensation, data display, and conclusion drawing/verification, with credibility ensured through source and technique triangulation. The findings indicate that green economy values, such as saving resources, reducing waste, reusing materials, and appreciating local economic activities that consider environmental sustainability, have been integrated into IPS learning through contextual themes, project-based tasks, and classroom discussion, although the integration remains largely incidental rather than systematically planned within the curriculum. Students demonstrated growing awareness of environmentally friendly economic behavior, yet limited teaching media, minimal teacher training on green economy concepts, and time constraints within the thematic curriculum were identified as major obstacles. The study concludes that green economy education can be meaningfully implemented in elementary IPS learning through contextual, experience-based strategies, but requires stronger curriculum support, teacher capacity building, and locally relevant teaching materials to sustain students' environmental and economic literacy.]]>
