<![CDATA[Environmental literacy is an important competency in science education because it enables students to understand environmental issues, assess the impacts of actions, and make responsible decisions. This study aims to analyze teachers’ and students’ needs as a basis for developing a science e-module based on differentiated ethnopedagogy to improve the environmental literacy of junior high school students in Sorong Regency. The study employed a Systematic Literature Review (SLR) design following the PRISMA guidelines. The objects of the study were scientific articles relevant to science e-modules, environmental literacy, differentiated learning, ethnopedagogy, and ethnoscience. Data were collected through documentation and data extraction from previously identified and reviewed articles. The data were analyzed thematically through a process of categorization, comparison, and synthesis of findings to identify patterns of needs and relevant characteristics of teaching materials. The synthesis identified five domains of needs: teacher needs, student needs, characteristics of science e-modules, differentiation, and ethnopedagogy/ethnoscience. Teachers require teaching materials that are practical, contextual, and supportive of differentiated learning, while students need materials closely related to their daily lives and local culture, interactive activities, learning choices, and feedback. The developed e-module should integrate science concepts, Papuan local wisdom, multimedia, digital student worksheets, assessment, reflection, and environmental literacy activities. In conclusion, the integration of differentiation, ethnopedagogy, and environmental literacy in science e-modules remains limited. Therefore, there is a need to develop contextual, interactive, and flexible teaching materials that are aligned with the environmental and cultural characteristics of Papua.]]>
