<![CDATA[Learning about Indonesia’s international relations at the elementary school level often remains abstract and decontextualized. This study aims to analyze the use of an ecosystem-based approach in instructional media as an effort to contextualize students’ understanding of Indonesia’s international relations. The research employed a qualitative descriptive-interpretative design. The participants were third-grade and sixth-grade students at SD Negeri 2 Siraman Pekalongan, Lampung Timur, with classroom teachers serving as key informants. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed thematically. The findings indicate that the ecosystem-based approach enables students to understand Indonesia’s international relations as systemic and interconnected relationships linked to their local social and environmental contexts. Third-grade students developed basic contextual understanding through ecosystem analogies, while sixth-grade students demonstrated more complex reasoning regarding interdependence and the impacts of international relations. This study concludes that an ecosystem-based approach has strong potential to enhance global literacy at the elementary level when supported by reflective and dialogic teacher mediation.]]>
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