Abstract
Although scientific communication and environmental literacy are increasingly recognized as essential skills for addressing global ecological issues, empirical data remain scarce in many educational environments, particularly in Indonesia. The purpose of this study is to evaluate the role of instructional modules in fostering the development of these competencies in primary schools and to investigate how instructors and students perceive these competencies. Validated questionnaires (CVI = 0.89; α = 0.91) were used to collect quantitative data from 236 teachers and 456 pupils, employing an explanatory sequential mixed-methods design. Semi-structured interviews were then conducted to enhance understanding. According to survey data, students perform poorly in advanced skills, such as graph construction (51.9%). Still, they are highly engaged in basic environmental practices (e.g., proper waste disposal, at 98.9%) and foundational communication skills (e.g., report writing, at 87.2%). Teachers showed overwhelming support (97.0%) for creating better modules, despite reporting a limited supply of pertinent instructional resources (62.6%). Strong relationships between instructors’ and students’ competences are shown by correlation studies, especially between teachers’ environmental literacy and students’ comparable skills (r = 0.903). The results show that integrating ecological knowledge with communication skills requires well-designed modules. In addition to providing empirical data from Indonesia, this study emphasizes the need for comprehensive, context-responsive teaching resources to enhance 21st-century skills and sustainability education.
Keywords: Environmental Literacy, Perceptions, Primary School, Scientific Communication.