<![CDATA[Problem-based Learning (PBL) is a common approach in science education. However, incorporating cultural and ecological contexts into PBL remains largely unexplored. This issue is particularly relevant for preparing pre-service teachers to address future environmental challenges, uncertainties, and potential solutions. This study examined whether problem-based learning (PBL) enriched with local biocultural issues could enhance anticipatory competence among pre-service biology teachers. A quasi-experimental two-group pre-test-post-test design was used, involving 45 fifth-semester students enrolled in an ethnobiology course at the University of Bengkulu. A census approach was employed, with one intact class assigned to the experimental group (n = 24) and the other to the control group (n = 21) for the intervention. Both groups followed the same general PBL structure for eight instructional sessions; however, the problem contexts differed. The control group addressed biodiversity problems mainly from ecological and conservation perspectives, whereas the experimental group engaged with local biocultural issues drawn from ethnozoological knowledge and conservation practices on Enggano Island. Anticipatory competence was assessed using six open-ended items covering current and future state analysis, uncertainty evaluation, and creative problem-solving dimensions. ANCOVA showed a significant difference between groups after adjusting for pre-test scores, F = 7.76, p = .008, partial η² = .155. The experimental group also achieved a higher adjusted post-test mean (79.86) than the control group (73.27), with stronger improvement across all three dimensions. These findings suggest that local biocultural enrichment can add meaningful contextual value to PBL and support future-oriented thinking in pre-service teacher-education. ]]>
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