<![CDATA[Integrating traditional medicine and local cultural wisdom into science education is increasingly recognized as vital for fostering contextualized, inclusive, and sustainability-oriented learning. However, despite its potential to bridge scientific literacy with cultural identity and ecological stewardship, there remains a significant gap in systematic syntheses examining how such biocultural knowledge can be integrated into school science curricula. This study addresses this gap through a PRISMA 2020-guided Systematic Literature Review (SLR). A total of 21 peer-reviewed empirical articles published between 2019 and 2025 were selected from the Scopus database following a structured screening and eligibility protocol. Data were analyzed thematically across research characteristics, pedagogical applications, educational impacts, methodological trends, and contextual gaps. The findings reveal three dominant patterns: the prevalence of ethnobotanical knowledge as the primary domain of Traditional Ecological Knowledge (TEK), the integration of TEK with contemporary scientific inquiry, and the profound socio-cultural and spiritual drivers shaping traditional medicine practices. Geographically, research is heavily concentrated in Africa and Asia, highlighting regional engagement but revealing a lack of comparative international research. Furthermore, non-plant domains (animal and fungal TEK) remain significantly underrepresented. The review provides critical pedagogical implications for curriculum design, culturally responsive teaching, and sustainability-oriented science learning aligned with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities), offering a structured five-point blueprint for contextual implementation in culturally rich regions such as Yogyakarta, Indonesia.]]>
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