<![CDATA[Critical thinking skills and environmental literacy are essential competencies that can be fostered through ecosystem learning to prepare students to address environmental issues. This study examined the effect of an AI-Assisted Problem-Oriented Project-Based Learning (POPBL-AI) Integrated Ecosystem E-module on senior high school students' critical thinking skills and environmental literacy. A quasi-experimental design with a pretest-posttest nonequivalent control group was employed involving 108 tenth-grade students assigned to an experimental class, a positive control class (POPBL), and a negative control class (PBL). Data were collected using critical thinking skills and environmental literacy instruments and analyzed using One-Way Analysis of Covariance (ANCOVA), followed by the Least Significant Difference (LSD) test. The experimental class demonstrated the highest improvement in critical thinking skills, increasing from 50.9 to 72.4, and in environmental literacy, from 60.2 to 68.6. ANCOVA results revealed that the POPBL-AI Integrated Ecosystem E-module significantly affected both critical thinking skills and environmental literacy (p < 0.05). The LSD test further confirmed significant differences among the experimental, positive control, and negative control classes. These findings suggest that integrating POPBL-AI into an ecosystem e-module is effective in enhancing students' critical thinking skills and environmental literacy and offers a promising approach for supporting meaningful, technology-enhanced environmental education.]]>
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