<![CDATA[Purpose of the study: Ethnoscience Based Learning (EBL) integrates indigenous knowledge into science education to promote scientific literacy, cultural identity, and sustainable development. Despite its growing implementation, evidence regarding global publication trends, collaboration patterns, thematic evolution, and its contribution to the SDGs remains fragmented. Therefore, this study aims to systematically map the development of EBL research, identify research gaps, and examine its implications for the SDGs. Methodology: This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A total of 39 Scopus indexed articles published between 2019 and 2026 were analyzed using bibliometric techniques with VOSviewer to examine publication trends, collaboration networks, research themes, and research gaps. Main Findings: EBL publications increased substantially after 2023, with Indonesia leading publication output and international collaboration. Keyword co-occurrence analysis identified ethnoscience as the central research theme, closely associated with culture, science education, learning models, environmental awareness, and sustainability. The review also revealed several research gaps, including limited international collaboration, inadequate integration of digital technologies, underrepresentation of higher and vocational education, and the absence of comprehensive SDGs oriented evaluation frameworks. Novelty/Originality of this study: Unlike previous reviews, this study integrates systematic literature review and bibliometric analysis to provide a comprehensive overview of global EBL research while explicitly linking its development to the SDGs. The findings offer strategic directions for strengthening multidisciplinary collaboration, digital technology integration, and SDGs oriented evaluation frameworks. This review is limited to Scopus indexed publications, which may not fully represent relevant studies available in other international databases.]]>
