Internalizing Social Justice Values in Pancasila Education to Counter Greenwashing Among University Students: Developing the Pancasila Green Literacy Framework
Abstract
The proliferation of greenwashing practices in consumer markets poses significant challenges to environmental sustainability and social justice. This study examined how internalizing social justice values in Pancasila Education can enhance university students' capacity to identify and resist greenwashing. Employing a qualitative phenomenological approach, data were collected through in-depth interviews with 22 students and four lecturers, focus group discussions with 13 students, classroom observations of six Pancasila Education sessions, and document analysis of 12 curriculum materials. A preliminary survey of 87 students revealed that 71.3% regularly purchased products with environmental claims, yet only 14.9% routinely verified claim authenticity, and 68.7% had never encountered the term "greenwashing." The findings indicate a substantial greenwashing literacy gap characterized by reliance on superficial visual heuristics and compartmentalized environmental consciousness. Pancasila Education, as currently implemented, contributes insufficiently to closing this gap due to its didactic pedagogical dominance, absence of environmental justice content, and cognitive-recall assessment orientation. However, when guided through contextualized case analysis, students demonstrated a capacity for progressive justice expansion, from personal grievance to structural analysis to Pancasila-framed environmental justice. Based on these findings, the study proposes the "Pancasila Green Literacy" (PGL) framework, a four-component pedagogical model comprising Contextual Anchoring, Critical Deconstruction, Justice Expansion, and Behavioral Bridging. The framework integrates value internalization theory, critical environmental literacy, and Pancasila philosophy to address the identified internalization gap. This study contributes to the theoretical discourse by extending the interpretation of Pancasila's fifth principle to encompass environmental justice and by identifying the justice expansion mechanism that facilitates progression across the cognitive, affective, and behavioral stages of value assimilation. The practical implications for curriculum design, pedagogical practice, institutional policy, and consumer protection are discussed.
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