Ecotourism as a Natural Laboratory for Science Learning: A Narrative Literature Review

Abstract

This study aims to analyze and synthesize ecotourism as a natural laboratory for science learning in terms of the available science phenomena, pedagogical design, learning outcomes, implementation conditions, and its relevance to science education in Indonesia. The study employed a narrative literature review approach by synthesizing 14 relevant journal articles published between 2023 and 2026 and identified through a primary Google Scholar search supplemented by Google Search. Information from each article was organized using a data-extraction matrix covering study design or method, participants or context, location and science phenomena, learning outcomes, main findings, and interpretive limitations. The data were analyzed through thematic synthesis and narrative interpretation. The synthesis shows that the strength of evidence for the educational use of each destination varies according to study design. Sade Village and Pemepek show potential for contextual science learning through cultural, ecological, hydrological, energy, biodiversity, and biotechnology phenomena. Gili Sulat, Olaya, and Bagek Kembar provide contexts for mangrove ecology, coastal protection, and conservation, while Gunung Tunak and Kerandangan have been used in learning related to wildlife ecology and conservation. Iboih in Sabang, Ngawonggo Partitraan, Depati VII Coffee & Resort, and Jonggol Teaching and Research Farm also demonstrate pedagogical potential through marine ecosystems, biodiversity, ethnobotany, agroforestry, agriculture, livestock, and local technologies. Environments associated with Papuan local wisdom and the implementation of ecotourism-based teaching materials in East Lombok further broaden the range of learning contexts. Overall, ecotourism can complement school laboratories when authentic phenomena are connected to a structured learning sequence involving preparation, field investigation, evidence processing, reflection, and assessment. However, claims of effectiveness should be limited to the contexts, participants, and interventions that were directly tested, since part of the available evidence still consists of potential mapping, teaching-material development, and implementation studies.