<![CDATA[This conceptual article aims to examine and map the role of regional folk songs as a learning medium in arts education for fostering an "ecology of consciousness"—a holistic understanding connecting learners to themselves, others, culture, and the natural environment. The study employs a qualitative-descriptive approach with a conceptual research design based on a literature review. It utilizes an interdisciplinary framework integrating theories from arts education, ethnomusicology, ecopedagogy, and the philosophy of education and culture, achieved through critical synthesis and the triangulation of secondary literature. The findings indicate that regional folk songs serve as cultural and ecological texts embodying values, local cosmologies, and environmental ethics. Integrating these songs through reflective and experiential learning approaches can transform arts education beyond mere technical-musical aspects, while simultaneously creating a space for critical reflection where students can respond to environmental crises and the challenges of globalization. In conclusion, regional folk songs hold strategic potential as a sustainable pedagogical medium that strengthens students' cultural identity and ecological awareness. Effective implementation requires support through curriculum integration, teacher capacity building, and the use of digital technology for the documentation and reinterpretation of these works. Keywords: Arts Education, Ecology of Consciousness, Ecopedagogy, Regional Songs. ]]>
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