Eco enzyme in science education: a systematic literature review from a Subject-Specific Pedagogy perspective

Eco-enzymes are increasingly being adopted as authentic, sustainability-oriented learning topics in science education in Indonesia. To our knowledge, no prior review has examined how content, pedagogy, and assessment are integrated in studies using eco-enzymes as a science learning context. This review addresses that gap through the lens of Subject-Specific Pedagogy (SSP), operationalized into three components, (content representation, pedagogical strategies, and assessment practices) as an analytical framework. Following PRISMA 2020 guidelines, we searched the Scopus, Dimensions, and Lens.org databases. After a five-stage screening and quality assessment process, 32 peer-reviewed studies were included in the analysis. Project-Based Learning emerged as the primary method for implementing SSP. Conversely, content representation remains dominated by the procedural level, with 59.4% of studies focusing solely on production aspects. Assessment methods are increasingly observation-based rather than relying merely on self-reporting. Causal evidence remains limited, only 15.6% of studies employed a true comparison group design, and 25.0% reported no learning outcomes whatsoever. Interactive digital technologies were rarely used, only one study incorporated AR- and AI-supported learning, while no study employed VR or simulation-based representations of the fermentation process, despite its dynamic, time-dependent nature. Theoretically, this review extends SSP/PCK-based synthesis to a new topic relevant to sustainability. Practically, it provides an evidence base for curriculum developers to determine the depth of material and prioritize underutilized approaches, such as Green Chemistry Education. This review presents the first SSP-grounded roadmap for transforming eco-enzymes from a popular activity into a robust vehicle for developing environmental literacy and scientific competence.