<![CDATA[Ecological education may connect environmental responsibility with inclusive values, yet relationships between ecological and inclusive-character dimensions remain underexplored among elementary students in coastal communities. This study examined structural relationships among ecological knowledge, ecological attitudes, ecological behaviour, inclusive knowledge, inclusive feelings, and inclusive behaviour. A quantitative survey involved 85 fifth-grade students from four elementary schools in coastal Langkat Regency, Indonesia. Data were collected through closed-ended questionnaires and analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4.0. Ecological knowledge (β = 0.415, p < 0.001) and ecological attitudes (β = 0.242, p = 0.016) showed significant positive relationships with ecological behaviour. Ecological behaviour was significantly related to inclusive knowledge (β = 0.280, p = 0.006), but not to inclusive feelings (β = 0.200, p = 0.067). Inclusive knowledge (β = 0.398, p < 0.001) and inclusive feelings (β = 0.417, p < 0.001) showed significant positive relationships with inclusive behaviour. These findings provide preliminary evidence of structural associations, not causation or developmental change. They may inform integrated environmental and inclusive learning practices. Longitudinal studies, experimental interventions, and larger multisite samples are needed.]]>
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