Adiwiyata as Green School Discourse: Lessons Learned from Indonesia using Social Semiotic Theory

Abstract Ecological awareness is a global priority, and Green School initiatives seek to embed environmental education in everyday school practice. This study examines how the “Green School” is discursively constructed by interpreting visual materials from Indonesian schools designated as Adiwiyata (Green) Schools. Guided by social semiotic theory, we conducted a phenomenological interpretative analysis. The analytical framework follows three metafunctions: Ideational, interpersonal, and textual. We analysed images, icons, and posters associated with two recurring activity domains: (1) greening the school environment and (2) promoting environmentally friendly behaviour. The findings indicate that Adiwiyata discourse foregrounds ecological awareness, normalises pro-environmental practices, and positions students and teachers as key agents of environmental preservation.