Background/purpose: This study examines the influence of project-based learning on the writing of scientific papers that have ecological literacy. This research is important because ecological literacy is a key competency in facing the environmental challenges of the 21st century. Materials/methods: This study uses an experimental method. The main data is students. Experimental and control groups were selected based on the average score of students in each class. The analysis used data from the experimental group and the control group, with data normality, data homogeneity, and t-test. Data were analyzed with the Kolmogorov-Smirnov test. Results: The results showed that there was a significant difference between the results of the post-experimental and control groups. Project-based learning is effective in improving students' ability to write scientific papers that contain ecological literacy. The experimental group showed a more consistent improvement in the structure of the writing and the depth of the ecological content. In addition, students in the experimental group were better able to integrate local environmental issues into their scientific work. Conclusion: This research underscores an epistemic transformation in which students are not only involved in the acquisition of knowledge but also participate in creating an understanding of ecological consciousness as the ethical foundation of their intelligence. The implication of this research is that project-based learning can help students improve ecological literacy.