Field observation is a fundamental component of landscape architecture education, enabling students to engage directly with ecological processes, species diversity, and site-specific environmental conditions. However, traditional fieldwork tools may not fully meet the expectations and learning styles of Generation Z learners, who are accustomed to digital, interactive, and visually oriented technologies. This study examines the integration of iNaturalist—a global citizen science platform—into a diploma-level Ecosystem and Landscape Ecology course to enhance biodiversity awareness and ecological literacy. A total of 82 students conducted field observations at Taman Rekreasi MADANI Sungai Pinji, Ipoh, Perak, documenting both flora and fauna using the iNaturalist mobile application. Student perceptions were assessed through a structured Google Form questionnaire containing Likert-scale and open-ended items addressing usability, learning experiences, perceived benefits and challenges, and the application’s role in supporting biodiversity and landscape design learning. Additional species data were extracted from iNaturalist to determine the total number of observations recorded. Students reported that iNaturalist improved species recognition, ecological understanding, and overall fieldwork engagement, although challenges such as unstable internet connectivity and occasional misidentifications were noted. In total, 268 species were documented across all participants. The findings indicate that iNaturalist is an effective complementary tool that bridges technology and experiential learning, enriching ecological literacy and supporting field-based learning in landscape architecture education