<![CDATA[This study aims to develop a contextual curriculum model that integrates environmental education into learning in rural schools by utilizing local natural resources as meaningful learning contexts. Rural schools face distinctive educational challenges, including limited access to learning resources, inadequate infrastructure, geographical constraints, and diverse socioeconomic backgrounds, which require curriculum approaches that are adaptive to local conditions. This study employed a qualitative case study approach to explore how environmental education can be integrated into curriculum planning and learning practices in rural educational settings. Data were collected through field observations, semi-structured interviews, and document analysis involving teachers, school leaders, and relevant educational stakeholders. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings reveal three interconnected strategies for developing a rural environmental education curriculum. First, Project-Based Learning (PjBL) positions students as active learners through authentic projects that address environmental issues in their immediate surroundings. Second, expeditions and outdoor learning activities provide direct experiential learning that enables students to observe, explore, and understand local ecosystems and environmental conditions. Third, a local natural resource-based curriculum connects learning content with the ecological, cultural, and socioeconomic characteristics of the surrounding community. These findings indicate that integrating environmental education with local resources can make learning more relevant, experiential, and meaningful while strengthening students’ environmental awareness and appreciation of local resources. The study highlights the importance of contextual curriculum development for promoting sustainable learning in rural schools.]]>
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