https://journal2.unusa.ac.id/index.php/CEJ/issue/feed 2026-03-19T06:44:37+00:00 Fifi Khoirul Fitriyah cej@unusa.ac.id Open Journal Systems <p>Child Education Journal, with registered numbers ISSN 2685-189X (print) and e-ISSN 2685-1903 (online), is an open-access scientific journal published by Universitas Nahdlatul Ulama Surabaya, Indonesia. This journal is also registered on the CrossRef system with DOI 10.33086/cej and SINTA 2 in National Accredited. DOAJ also indexes this journal.</p> <p>This journal was founded in 2019 and has three issues: April, August, and December 2021. This journal is media for disseminating research results and exchanging scientific papers from various circles, including academics, practitioners, and government agencies. Documents submitted must meet the specified criteria and have scientific excellence that significantly impacts children's education and development. All submitted articles will be reviewed by reputable peer-reviewers who have international qualifications.</p> https://journal2.unusa.ac.id/index.php/CEJ/article/view/8474 2026-03-19T06:44:37+00:00 Yusuf Yusuf yusuf@staispasuruan.ac.id Hanim Misbah hanim@usim.edu.my

<p>The rapid transition toward a sustainable global economy necessitates a fundamental shift in K-12 education, particularly in integrating environmental ethics with digital literacy. This research evaluates how Blue and Green Economy philanthropy can be strategically integrated into eco-pedagogy to strengthen Village SDGs and foster digital resilience among students (Ages 7-18). Utilizing a Systematic Literature Review (SLR) and content analysis of high-impact publications (2020-2025), this study proposes a novel "Interdisciplinary Sustainability Framework" (ISF). The findings indicate that philanthropy-driven eco-pedagogy, when integrated through digital-based environmental monitoring apps, social-media-driven climate campaigns, and VR/AR immersive learning environments, significantly enhances students' digital resilience and critical inquiry. The results highlight that teacher-led scaffolding is the most dominant variable in successful implementation, while infrastructure-only philanthropy without pedagogical integration shows minimal impact on character resilience. This study implies that for Village SDGs to be sustainable, philanthropic investments must prioritize the synergy between eco-literacy and digital ethics, funded through sustainable tech grants, within rural educational settings.</p>

2026-03-19T00:00:00+00:00 Copyright (c) 2026 Yusuf Yusuf, Hanim Misbah