<![CDATA[This study examines school-based environmental education practices by positioning learning, teacher role modeling, and students’ ecological habituation as interconnected dimensions of school life. The study aims to address how environmental education is integrated into learning, how teacher role modeling is manifested in environmental care practices, and how ecological habituation is implemented in students’ activities at SMA Bina Karya Halmahera Selatan. This study employed a qualitative approach with a descriptive design and involved 13 informants, comprising one principal, one geography teacher, and eleven students. Data were collected through observation, interviews, and documentation and subsequently analyzed through data interpretation by organizing, identifying, categorizing, and interpreting the findings according to the research focus. The findings indicate that environmental education is integrated into social studies/geography learning by connecting instructional content with human life, resource utilization, and environmental awareness. Teachers demonstrate role modeling through cleanliness practices and guidance in environmental activities, while ecological habituation is manifested through classroom cleaning duties, Clean Friday activities, environmental maintenance, plastic reduction, waste management, energy conservation, and carbon emission reduction. These findings affirm that school-based environmental education can be understood as an integrative practice that connects knowledge, role modeling, and ecological experiences, thereby providing a foundation for strengthening a culture of environmental awareness in school life.]]>
