The literacy and numeracy skills of elementary school students still face significant challenges. The Campus Teaching Program emerges as a strategic initiative to address these issues. This study aims to systematically analyze the effectiveness of the Campus Teaching Program in improving elementary students’ literacy and numeracy through a Systematic Literature Review (SLR) approach. The research method employed a literature search using the Google Scholar database, with a multi-stage selection process based on keywords. From an initial 3,830 documents, the screening process produced 507 documents, which were further refined through inclusion criteria to obtain 10 relevant articles for analysis. The data were analyzed thematically to identify patterns and key findings. The results indicate that the Campus Teaching Program positively impacts literacy and numeracy improvement, strengthens students’ conceptual understanding, enhances learning motivation, and encourages the integration of technology in teaching. Moreover, student-teachers gained direct experience as agents of educational change. This study contributes new insights by emphasizing the long-term potential of the Campus Teaching Program in strengthening the educational ecosystem through collaboration between higher education institutions and schools. The implications of these findings highlight the need for further program design development, particularly in improving student-teacher training and utilizing technology tailored to local needs. The program has the potential to serve as a sustainable intervention model to support the achievement of sustainable development goals in education.
Ardiansah et al. (Fri,) studied this question.