<![CDATA[Climate change is a global challenge that requires a multidisciplinary approach. This study aims to develop a socioecology-based coding curriculum framework that integrates Computational Thinking (CT) into measurement and geometry materials for prospective elementary school teachers. Through a qualitative literature review approach, this study analyzes the integration of socioecological principles and CT to equip prospective teachers with the ability to solve environmental problems, particularly climate change mitigation. The results of this study are in the form of a curriculum design that includes the identification of learning objectives, material selection, interactive learning design, and learning tool selection. This curriculum is designed not only to improve the technical competence of prospective teachers but also to foster critical awareness of socio-ecological issues. The implementation of this curriculum is expected to become an innovative model in teacher education that is responsive to sustainability challenges. Further studies are needed to empirically test the effectiveness of this curriculum in the classroom.]]>
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