| Abstract | Integrating Traditional Ecological Knowledge (TEK) into formal education presents a transformative opportunity to advance biodiversity conservation while preserving cultural heritage. This study proposes a framework that combines ethno-pedagogy and TEK to develop culturally responsive learning materials for pre-service teachers in East Java, Indonesia. Using a qualitative case study design, data were collected through semi-structured interviews, reflective journals, teaching materials, and field observations of local rituals, including bersih desa and nyadran. Thematic analysis revealed that pre-service teachers perceive ethno-pedagogy as a bridge between scientific knowledge and local ecological practices, enabling the integration of cognitive (knowledge synthesis),
affective (cultural transmission), and behavioral (transformative competence) dimensions in teaching. Findings indicate that engaging with local ecological wisdom enhances teachers’ cultural sensitivity, ecological literacy, and ability to design contextually meaningful educational resources. The study highlights the potential of ethno-pedagogical approaches to foster biocultural sustainability, positioning education as a medium for both environmental stewardship and cultural preservation. Implications suggest that teacher education programs should incorporate ethno-pedagogy as a core competency to mediate between formal curricula and indigenous ecological knowledge, thereby promoting biodiversity conservation through culturally grounded pedagogy. |
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