Toward Ethno-Digital Science Learning: A Systematic Literature Review of Ethnoscience, Digital Literacy, and Appropriate Technology in Elementary Science Education
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Abstract
The rapid acceleration of digital technology in 21st-century education often creates a cultural mismatch for young learners. This Systematic Literature Review (SLR) aims to investigate the intersection of ethnoscience, digital literacy, and appropriate technology within primary school science education—a paradigm termed Ethno-Digital Science Learning. Adopting the PRISMA guidelines, 45 peer-reviewed articles published between 2020 and 2026 were rigorously screened and analyzed. The analysis categorized the literature into three main domains: (1) ethnoscience and cultural contextualization, (2) digital literacy and interactive learning media, and (3) appropriate technology through integrated STEM/STEAM approaches. The findings indicate that bridging localized cultural wisdom (e.g., indigenous knowledge, contextualized text-books) with digital elements (e.g., e-modules, mixed reality, PhET simulations) significantly enhances primary students' scientific literacy, conceptual understanding, and 21st-century skills. However, digital divides in rural areas and teachers’ techno-pedagogical readiness remain critical implementation barriers. This study synthesizes a conceptual framework to guide future researchers and curriculum designers in developing balanced, culturally sustaining digital science instruction for elementary schools.
Keywords: Ethnoscience, Digital Literacy, Appropriate Technology, Elementary Science Education, SLR.
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