<![CDATA[This study aimed to analyze the implementation of ecoliteracy within the Adiwiyata Program and examine its contribution to the development of green behavior among students at MAN 1 Majene, West Sulawesi, Indonesia. A qualitative descriptive design was employed. Data were collected through observations, in-depth interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source, technique, and time triangulation. The findings revealed that ecoliteracy was systematically integrated into the four core components of the Adiwiyata Program: environmentally oriented school policies, an environment-based curriculum, participatory environmental activities, and environmentally friendly supporting facilities. This integration contributed to the development of students' green behavior, reflected in their active participation in school cleanliness activities (94%), plant care (92%), proper waste segregation (90%), greening activities (89%), water conservation (87%), energy conservation (84%), and the reduction of single-use plastics (81%). The study further found that the development of green behavior was supported by ecological knowledge, teachers' role modeling, and a school culture that promoted environmental responsibility. However, challenges remain, including variations in students' ecological awareness, continued reliance on single-use plastics, and the need for stronger collaboration among schools, families, and communities. These findings demonstrate that ecoliteracy provides a critical foundation for fostering students' green behavior through the Adiwiyata Program and offers practical insights for strengthening environmental education in support of the Sustainable Development Goals (SDGs).]]>
