<![CDATA[Abstract This study explores the integration of ecoliteracy within holistic integrative Early Childhood Education (ECE) to support the achievement of Sustainable Development Goals (SDGs). Environmental degradation, excessive digital exposure, and declining social interaction among children have become significant challenges in early childhood education. Therefore, educational institutions are required to provide learning experiences that not only emphasize cognitive development but also foster environmental awareness, healthy lifestyles, and social-emotional competence from an early age. This research employs a qualitative descriptive approach through literature analysis and contextual observation of ecoliteracy-based learning practices in early childhood education settings. The findings indicate that integrating ecoliteracy into holistic integrative ECE contributes positively to children’s environmental awareness, communication skills, cooperation, empathy, and healthy behavior. Nature-based learning activities such as gardening, waste sorting, outdoor exploration, and eco-play learning stimulate children’s active participation and social interaction. Furthermore, the study reveals that the implementation of holistic integrative services involving education, health, nutrition, care, and environmental education can strengthen sustainable education practices aligned with SDGs, particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). The study concludes that ecoliteracy-oriented learning should become an essential framework for future early childhood education.]]>
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