Educating Learners on Environmental Flora and Fauna Resources for Sustainable Utility: A Systematic Review of Educational Approaches, Learning Outcomes, and Influencing Factors

Abstract

Environmental education has become an essential foundation for strengthening ecological literacy and advancing the sustainable utilization of flora and fauna resources amid escalating biodiversity degradation and environmental challenges. This systematic review synthesized and critically evaluated contemporary evidence on educational approaches, learning outcomes, and factors influencing the effectiveness of environmental flora and fauna education for sustainable utility. Guided by the PRISMA 2020 framework, relevant peer-reviewed studies published between 2020 and 2026 were systematically identified from major academic databases and synthesized through narrative thematic analysis. The evidence consistently demonstrated that experiential and inquiry-based learning constitute the predominant instructional approaches for promoting environmental understanding. Flora and fauna education was further associated with enhanced ecological literacy, environmental stewardship, and sustainable behavioral practices. Educational effectiveness was consistently strengthened through contextualized curriculum implementation and teacher pedagogical competence. Collectively, the synthesized evidence affirms that integrating evidence-informed, contextually responsive, and learner-centered biodiversity education into formal educational systems is fundamental to cultivating environmentally responsible citizens capable of supporting long-term ecological conservation and sustainable resource utilization.