<![CDATA[Background: Despite the rich environmental wisdom embedded in indigenous heritage, traditional Osing oral traditions often remain isolated from formal science curricula, creating a gap between local cultural knowledge and modern instructional design. Objective: This study aims to architect and evaluate an innovative instructional framework that integrates Osing oral traditions into global ecological pedagogy to enhance students' environmental literacy and critical thinking skills. Method: Utilizing an educational design research approach, the study gathered data through expert validation, structured classroom observations, and pre-post instructional assessments involving secondary school learners to evaluate pedagogical feasibility and learning outcomes. Results: The findings demonstrate that transforming Osing oral narratives into project-based learning modules significantly elevates students' ecological awareness, contextual problem-solving, and socio-cultural reflection, achieving a high instructional validity rating of 88.5% and substantial student engagement. Conclusion: Incorporating indigenous oral traditions into instructional science provides an actionable pedagogical pathway that bridges local heritage with global sustainability goals, reinforcing cultural wisdom as a dynamic catalyst for modern ecological pedagogy.]]>
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