<![CDATA[Environmental literacy is a multidimensional competence that enables senior high school students to understand ecological systems, analyze environmental problems, develop responsible attitudes, and translate knowledge into action. This study aimed to synthesize evidence on the environmental literacy of senior high school students, identify recurrent indicators, and examine learning- and school-related factors associated with its development. A qualitative Systematic Literature Review was conducted on articles retrieved through Google Scholar using Publish or Perish and Garuda. Following eligibility screening, 20 articles published between 2020 and 2025 were analyzed through structured data extraction, descriptive categorization, and narrative synthesis. The findings indicate that students’ environmental literacy generally ranges from moderate to good. Ecological knowledge and environmental attitudes tend to be stronger than problem-solving skills and actual pro-environmental behavior. Recurrent indicators include ecological knowledge, cognitive skills, environmental attitudes, sensitivity, verbal commitment, and responsible behavior. Outdoor learning, inquiry-based materials, Problem Based Learning, STEM-oriented local-context instruction, experiential learning, environmental assessment, and school ecological programs were repeatedly reported as supportive contexts, although the heterogeneous study designs do not justify universal causal claims. The synthesis highlights a persistent knowledge–action gap and proposes an integrative interpretation linking achievement levels, indicators, learning experiences, and school culture. These findings imply that environmental literacy should be developed through contextual science learning, multidimensional assessment, and consistent school-based ecological practices, while future studies should employ broader databases, formal quality appraisal, and stronger behavioral measures.]]>
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