<![CDATA[This studi aims to analyse the development of research on environment-based science education, identify its dominant themes and intellectual structure, and synthesise empirical evidence regarding its contribution to students' environmental literacy. The study employed a combined bibliometric analysis and systematic review design. The process was guided by PRISMA 2020. Data were retrieved from the Scopus database through a search conducted on April 15, 2026. The keywords used related to environmental education, environment-based science learning, place-based education, and environmental literacy. Of the 272 records initially identified, 136 met the preliminary criteria and formed the corpus for the bibliometric analysis. Twenty-four selected studies were further examined in the systematic review. The bibliometric findings indicate that publications on environment-based science education generally increased during 2017-2026. This area developed at the intersection of science education, environmental education, and sustainability. The systematic review shows that place-based education, field-based learning, and project-based learning were the most consistently effective approaches. These methods positively influenced students' knowledge, attitudes, awareness, pro-environmental behaviour, and responsibility. These findings confirm that environment-based science education is a relevant and strategic approach for strengthening students' environmental literacy.]]>
Copyrights © 2026
