The increasing environmental problems require systematic efforts to develop environmental awareness from an early age through education. Social Studies (IPS) learning has a strategic role in fostering this awareness, particularly among Generation Alpha students who have distinct characteristics influenced by rapid technological development. This study aims to analyze the integration of environmental education in Social Studies learning, identify the factors contributing to the suboptimal development of students’ environmental awareness behavior, and examine the influence of Generation Alpha characteristics on environmental awareness. This research employs a qualitative approach through a literature review by analyzing relevant scientific sources published between 2015 and 2025. The findings indicate that the integration of environmental education in Social Studies learning has been implemented through contextual approaches such as case studies and project-based learning, which enhance students’ understanding. However, students’ environmental awareness remains suboptimal, as learning tends to focus on cognitive aspects and is not fully supported by habituation and direct experience. Furthermore, Generation Alpha’s strong engagement with digital technology reduces their direct interaction with the environment, resulting in environmental awareness that is more conceptual than practical. This study highlights that Social Studies learning has the potential to function as an adaptive space in fostering environmental awareness, although its implementation still needs to be optimized.