<![CDATA[Education that focuses solely on cognitive achievements has drawn criticism for failing to adequately address the affective, moral, and relational dimensions of the learning process. This article aims to examine educators’ humanistic approaches through the implementation of the Curriculum of Love as a pedagogical framework that positions love as the epistemological and methodological foundation for building a harmonious learning ecosystem, through a narrative literature review of fourteen relevant studies. The results of the study indicate that the Curriculum of Love is implemented through three main dimensions: the internalization of the value of love as the school’s vision; the transformation of pedagogical practices to be empathetic; and the strengthening of the school ecosystem to foster emotional safety. Educators serve as facilitators who guide with compassion, in line with Ki Hajar Dewantara’s “Telu Mong” concept and Noddings’ ethics of care, which emphasize emotional attachment and the teacher’s presence as constitutive dimensions of learning. Consistent implementation of this approach has been reported to enhance students’ character, empathy, discipline, and well-being, as well as effectively restore the post-pandemic learning climate. However, the tension between humanistic flexibility and the demands of a standardized curriculum, time constraints and class size limitations, and the need for systematic support for teachers remain key challenges that must be addressed. This article concludes that the Curriculum of Love is not merely educational romanticism, but rather an innovative pedagogical strategy relevant to building a more humanistic, civilized, and harmonious learning ecosystem.]]>
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