<![CDATA[The integration of technology in science and biology education is rapidly evolving, yet its effectiveness in transforming ecological knowledge into concrete conservation action remains a critical pedagogical challenge. This study aims to analyze the development trends, methodological quality, and effectiveness of Socio-Scientific Issues (SSI)-based science E-modules in enhancing scientific literacy and action competence. The research method employed a Systematic Literature Review (SLR) adhering to the PRISMA 2020 protocol, examining 45 selected articles from Scopus, Web of Science, and Sinta databases (2019–2025). Bibliometric analysis revealed a significant post-pandemic increase in publication trends, though unevenly distributed with a dominance of Senior High School research and a scarcity of Junior High School studies. This disparity implies that current E-module designs cannot be universally applied across educational levels; rather, Junior High School students require specifically scaffolded pedagogical designs tailored to their cognitive development. Data synthesis findings indicated that while E-modules are highly effective in improving cognitive scientific literacy, particularly in visualizing complex biological phenomena, there is significant stagnation in fostering environmental action competence (Knowledge-Behavior Gap). In-depth analysis revealed that the dominance of abstract global environmental issues creates a "psychological distance" that hinders student agency. Conversely, the integration of local biodiversity contexts and ethnoscience proved to be a critical variable in bridging this gap by fostering place attachment. This study recommends a reorientation towards developing digital learning materials based on local bio-ecological potential, particularly targeting the underserved Junior High School demographic, to cultivate an environmentally action-competent generation.]]>
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