<![CDATA[Bioindicator literacy supports students' ability to understand, use, and interpret bioindicator organisms in environmental quality assessments. However, research on bioindicator learning practices and students' bioindicator literacy levels is still relatively limited. Therefore, this study aims to explore bioindicator learning practices in higher education and identify students' bioindicator literacy levels. A quantitative descriptive approach was chosen in this study, involving 167 biology education students who have taken Ecology courses and 9 lecturers who teach courses related to ecology, taxonomy, or the environment. Two instruments were developed: the first for lecturers to explore bioindicator learning. The second instrument for students to determine the level of student bioindicator literac. The results showed that students' bioindicator literacy was in the low category with an average score of 50.33. The dimension with the lowest achievement was practical implementation at 36.34, while the highest achievement was in sustainability awareness at 61.45. These findings indicate that students are relatively aware of the importance of bioindicators for environmental sustainability, but still struggle with the direct identification of bioindicators in the field. Bioindicator education at the university level has included theoretical lectures and field projects utilizing digital technology, but remains constrained by limited laboratory facilities and the accuracy of organism identification applications. The development of various innovative learning technologies in bioindicator education is expected to enhance students’ bioindicator literacy.]]>
