<![CDATA[Eco-comics provide visual narratives for environmental learning, but the scope of the literature and the outcomes assessed in elementary schools remain unclear. This review combines bibliometric mapping of the broader literature with a descriptive synthesis of elementary school studies. Scopus records retrieved on 1 September 2026 were screened with reference to PRISMA 2020; 135 articles were mapped bibliometrically, and six empirical elementary school studies were synthesized descriptively. Annual publication counts were higher in recent years, including 23 articles in 2025. The United States (27) and Indonesia (16) had the highest affiliation-based counts. In the six-study subset, five studies were coded as assessing cognitive outcomes, two as assessing affective outcomes, and one as assessing interest or motivation; these categories overlapped. No included report clearly documented sustained, directly observed pro-environmental action. Differences in comic formats, study designs, and outcome measures precluded a pooled effect estimate and conclusions about format superiority. The analyses provide complementary evidence on research activity and measurement coverage. Future elementary school studies should distinguish attitudes, intentions, and observable action, report their instruments transparently, and assess outcomes over time.]]>
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