<![CDATA[This study aims to analyze the potential for implementing Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning oriented toward Education for Sustainable Development (ESD) on ecosystem topics in elementary schools. Although this integrated approach offers a framework for contextual and sustainability-focused education, its implementation faces significant challenges regarding teacher readiness, student engagement, and the adequacy of instructional planning. To address this, a descriptive quantitative approach with a survey design supported by document analysis was employed. The participants comprised 20 elementary school teachers from the Pattimura Teacher Working Group and 20 fifth-grade students from SD Negeri 02 Api-Api, Pekalongan Regency. Data were collected via teacher and student questionnaires, alongside instructional module documentation, and analyzed using descriptive statistics. The findings revealed that teachers' understanding of STEAM and ESD was relatively adequate (73% and 72%, respectively), alongside teaching practices (74%), student engagement (79%), and reflection/evaluation (78%). However, document analysis of instructional modules revealed a critical gap: while STEAM-supporting methods were incorporated, activities for active student engagement were not optimal, and the explicit integration of ESD principles into instructional planning was largely absent. Consequently, while the potential for STEAM-oriented ESD is considerable, it requires systematic strengthening of instructional materials and the explicit integration of sustainability principles to be effectively realized.]]>
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