<![CDATA[School gardens have great potential as a source of contextual learning, scientific laboratories, and a means of improving student literacy. Students gain real-world learning experiences that promote scientific concept understanding, reading and writing literacy development, and critical thinking skills through practical activities such as planting, caring for, and observing plants. The use of school gardens as a component of scientific and literacy teaching has been the subject of much research due to the increasing emphasis on experience-based learning and sustainable education. Therefore, using a literature review approach, this paper attempts to analyze and summarize previous research findings on the use of school gardens as laboratories for scientific and literacy learning. To determine the types of use, learning benefits, and contributions to improving student literacy, data were collected from relevant scientific publications and analyzed descriptively. According to the research findings, school gardens are considered an innovative teaching strategy that improves environmental literacy, cross-disciplinary integration, project-based learning, and contextual science teaching. These findings are expected to serve as a reference for researchers and educators in developing meaningful and sustainable learning practices.]]>
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