<![CDATA[Science learning is often constrained by conceptual abstractions that limit the mastery of 21st-century skills. This study aims to synthesize empirical evidence related to the development of the Project-Based Learning (PjBL) model and Ethnoscience integrated Inquiry Learning. Using the Systematic Literature Review (SLR) method on 10 selected articles for the 2023-2025 period, this study analyzes the patterns and impacts of the integration of the model. The results of the analysis show a trend of shift from a manual approach to a hybrid model assisted by digital and virtual technologies. The integration of ethnoscience in PjBL and Inquisition has proven to be effective as a cognitive bridge that visualizes abstract concepts, as well as consistently improving critical thinking skills, cultural literacy, and entrepreneurship. It is concluded that the synergy between culture, constructivist pedagogy, and technology forms a strategic framework of "Eco-Technopedagogy". These findings recommend adapting a technology-supported local potential-based curriculum to produce a competent and characterful generation.]]>
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