Relationship of Environmental Literacy and Action Competence for Sustainability: Indonesian Islamic Junior-Senior High Students

This research addresses the urgent need to foster sustainable societies through education, as emphasized in global frameworks like the Sustainable Development Goals. Despite efforts to integrate environmental education into school curricula, empirical evidence on its effectiveness in shaping students' environmental literacy (EL) and action competence for sustainability (ACS) remains limited, particularly in Indonesia. This study aimed to analyze the relationship between EL and ACS among Muhammadiyah junior and senior high school students in Malang Raya, providing insights for educational policy and practice. Using a quantitative correlational design, the research involved 996 students [564 male, 432 female] from junior high (412 students) and senior high (584 students) levels. Data were collected through two validated instruments: Environmental Literacy Instrument based on Spirituality (ELIS) and Action Competence for Sustainability Instrument based on Spirituality (ACSIS). Both instruments utilized a 5-point Likert scale. The findings reveal a strong and statistically significant positive relationship between EL and ACS. The regression model explains more than half of the variation in ACS, establishing EL as a key predictor. These results highlight that enhancing environmental literacy among students can directly improve their behavior and actions toward sustainability, offering critical implications for environmental education initiatives.