Integrated Journal for Research in Arts and Humanities

ISSN (Online): 2583-1712

Volume-3 Issue-6 || November 2023 || PP. 9-17 https://doi.org/10.55544/ijrah.3.6.2

Elements of Environmental Education, Curriculum and Teacher’s

Perspective: A Review
Busi Ramesh1, Gaddeyya Gandipilli2 and Subhashini Kuramana3
1
Lecturer, Department of Biological Sciences, Sir CRR College of Education, Eluru, Andhra Pradesh, INDIA.
2
Doctoral Research Fellow, Andhra University, Visakhapatnam, INDIA.
3
Department of Botany, Andhra University, Andhra Pradesh, INDIA.
2
Corresponding Author: ggeducation.au@gmail.com

https://orcid.org/0000-0003-3079-9688

www.ijrah.com || Vol. 3 No. 6 (2023): November Issue

Date of Submission: 27-10-2023 Date of Acceptance: 01-11-2023 Date of Publication: 05-11-2023

ABSTRACT

Environmental Education is a process that allows individuals to explore environmental issues, engage in problem
solving and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental
issues and have the skills to make informed and responsible decisions. Environmental Education does not advocate a particular
view point or course of action. Rather, it teaches individuals how to weigh various sides of an issue through critical thinking; and
it enhances their own problem-solving and decision-making skills. Environmental Education helps to recognize values and
clarify concepts relating to environment. It develops skills and attitudes necessary to understand and appreciate the inter
relatedness of man, his culture and his biophysical surroundings. It helps to provide practice in decision making and self
formulation of a code of behavior about issues concerning quality environment. Environmental Education helps to develop in the
people awareness, concern and knowledge of the environment and learn to use this understanding to preserve, conserve and
utilize the environment in a sustainable manner for the benefit of present and future generations.The Tbilisi Declaration set up
recommendations for the broader application of Environmental Education in formal and non-formal education. It is the
responsibility of Teacher Education Institutions to evolve the kind of methodology suitable for teaching Environmental
Education in school programme and to work out strategies for involving students in conservation and regeneration of
environment. Teachers play a crucial role in forming and establishing right attitudes and values that are important to develop
environmentally responsible behavior among their students. Developing a positive attitude and awareness among the students
on environmental issues has been thought of an effective strategy for taking care of environment for the long term. Further,
these young people will be the citizens, leaders and policy makers in future societies. The current review illuminates a broad
perspective on environmental education in the context of elements of environmental education, curriculum and the role of
teacher’s to promote environmental education effectively.

Keywords- Environmental Education, Tbilisi Declaration, Teacher Education Institutions and Perspective on
Environmental Education.

I. INTRODUCTION reconstruction. It is relevant to people's needs and goals

in a continuously changing society. It encourages people
Education is the process of supporting learning to develop positive attributes and aims to bring out the
or the development of knowledge, skills, attitudes, best in them. Aristotle defined education as the
habits, and values. It is a potent weapon for social cultivation of a sound mind in a sound body. It develops

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Integrated Journal for Research in Arts and Humanities
ISSN (Online): 2583-1712
Volume-3 Issue-6 || November 2023 || PP. 9-17 https://doi.org/10.55544/ijrah.3.6.2

man's abilities, particularly his mind, so that he can maturity of living creatures (Douglass & Holland, 2001).
contemplate supreme truth, kindness, and beauty, which Man is surrounded and influenced by environmental
is essential to full happiness. Education is one of the elements that can be natural, manmade, social,
most potent tools for achieving national goals in terms of biological, or psychological. Our environment is
social, economic, and cultural transformation (The constantly changing. It has both physical and
Indian Education Commission, 1964-66). It contributes biochemical manifestations. The Earth is where humans
to increased productivity, national and emotional live. Man cannot exist in alone. He is completely reliant
integration, and the acceleration of the modernization on other living beings for food and other necessities.
process. It cultivates social, moral and spiritual values Thus, environment encompasses not only physical or
among people. It becomes essential for the economic and material components, but also psychological, social, and
cultural development of a country. Secondary Education cultural aspects. It has become the concern of every
is more valuable and of immense importance in a individual to study the environment of all forms of life
country with a large number of villages and rural on the earth as a whole.
population, because of its terminal and transitional Environment mainly consists of four
nature. It is a platform to foster and develop the concepts components, viz., atmosphere, hydrosphere, lithosphere
of environmental preservation and protection among the and biosphere. Environment is basically divided into two
students. The Government of India introduced recently types such as Micro and Macro environment. It has also
5+3+3+4 pattern in School Education in our country been divided into two other types such as physical and
under National Education Policy, 2020. In the biotic environment. Micro environment refers to the
contemporary education system, secondary stage of immediate local surrounding of the organism whereas
education should not be considered as a mere extension Macro environment refers to all the physical and biotic
of basic or elementary education. Rather, it should be conditions that surround the organism externally.
viewed as preparing children and adolescents to be better Physical environment refers to all abiotic factors or
human resources capable of contributing to economic, conditions like temperature, light, rainfall, soil, minerals
social, and national growth. As the final level in the etc. It comprises of atmosphere, lithosphere and
educational cycle, it must attempt full development of hydrosphere; whereas biotic environment consists of
human personality by teaching knowledge, skills, and biosphere that includes all biotic factors or living forms
attitudes relevant to the comprehension of diverse like plants, animals and other micro-organisms.
environmental protection challenges. This is the stage of
schooling where pupils should develop a positive III. ENVIRONMENTAL EDUCATION
attitude towards the environment and its sustainability.
Environmental Education is a process that
II. CONCEPT OF ENVIRONMENT allows individuals to explore environmental issues,
engage in problem solving and take action to improve
The environment is a set of circumstances in the environment. As a result, individuals develop a
which an organism must live or continue its life process. deeper understanding of environmental issues and have
It influences the growth and development of living the skills to make informed and responsible decisions.
organisms. In other words, the environment refers to all Environmental Education does not advocate a particular
of the situations that surround living beings and have a view point or course of action. Rather, it teaches
substantial impact on their lives. The atmosphere, individuals how to weigh various sides of an issue
hydrosphere, lithosphere, and biosphere comprise it. Its through critical thinking; and it enhances their own
primary constituents include soil, water, air, organisms, problem-solving and decision-making skills.
and solar energy. It has provided us with all we require Environmental Education (EE) is understood as
to live a happy and comfortable life. The term, education about the environment, in the environment
‘Environment’ has been derived from a French word and for the environment as per the classification given
“Environia” means ‘to surround’. It refers to both by Lucas (1979). The purpose of education about the
abiotic (physical or non-living) and biotic (living) environment is to develop awareness, knowledge and
environment. The word, ‘environment’ means the understanding about human-environment interactions
surroundings in which organisms live. Environment and (Tilbury, 1995). It develops in them a sense of
the organisms are two dynamic and complex responsibility in order to make them involve actively in
components of nature. Environment regulates the life of the resolution of the environmental issues. It adopts a
the organisms including human beings. Human beings holistic approach to the study of environment and its
interact with the environment more vigorously than varied problems. Education for the environment,
other living beings. Ordinarily, environment refers to the therefore, acknowledges the socio- political dimensions
materials and forces that surround the living organism. of environmental issues (Jickling & Spork, 1998;
The term 'environment' refers to all of the Tilbury, 1995) and includes critical education objectives
external factors, influences, and situations that affect the and an issue-based pedagogy. Environmental education
life, nature, behaviour, growth, development, and is considered an effective strategy for achieving the

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Integrated Journal for Research in Arts and Humanities
ISSN (Online): 2583-1712
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goals of Environmental Education. This was the first time that the recorded documents
Environmental Education helps to recognize formally suggested that education relating to
values and clarify concepts relating to environment. It environment should be included in school curriculum.
develops skills and attitudes necessary to understand Soon after the conference, UNESCO launched the
and appreciate the inter relatedness of man, his culture International Environmental Education Programme
and his biophysical surroundings. It helps to provide (IEEP).
practice in decision making and self formulation of a In 1975, UNESCO, with representatives from
code of behavior about issues concerning quality 60 countries, released the Belgrade Charter in former
environment. Environmental Education helps to develop Yugoslavia. Following Belgrade charter, the first
in the people awareness, concern and knowledge of the world’s first Intergovernmental conference on
environment and learn to use this understanding to Environmental Education was held in Tbilisi, Georgia.
preserve, conserve and utilize the environment in a This conference adopted the Tbilisi Declaration in 1977,
sustainable manner for the benefit of present and future which challenged Environmental Education to create
generations. It entails the will to take personal initiatives awareness and values among individuals in order to
and social participation to achieve sustainability. It is improve the quality of life and environment. The Tbilisi
intended for all types of learners, students, out-of-school Declaration set up recommendations for the broader
youth, community leaders, policy makers and the application of Environmental Education in formal and
general public to develop appropriate environmental non-formal education; and this major occurrence and the
related skills. It is the process that covers the objectives subsequent publications continue to provide a
to develop knowledge, awareness, attitude, values and fundamental framework for the development of
skills among the individuals and social groups about the Environmental Education around the world (Neal &
total environment, environmental problems and the Palmer, 1990).
necessary solutions to overcome these problems. It A major outcome of this declaration had
provides guidelines on proper use and conservation of resulted in the formulation of objectives of
resources and also control of environmental pollution. Environmental Education. These objectives include:
Environmental Education is a process of
promoting awareness among individuals, make them 1. Awareness: To help social groups and individuals
understand the environment in its real perspective and acquire an awareness and sensitivity towards the total
recognize its relationship with man and his activities. environment and its allied problems
Environmental Education is the study of the environment 2. Knowledge: To help social groups and individuals
and its dynamics, its various forms, environmental gain a variety of experiences and acquire a basic
degradation, factors influencing the degradation of understanding of the environment and its associated
environment and its impact on human life. It is the problems
need of the hour to prepare suitable strategies of 3. Attitudes: To help social groups and individuals
environmental education to protect our environment. acquire a set of values and feelings of concern for the
The goal of Environmental Education is to improve all environment and the motivation for their active
ecological relationship including the relationship of participation in environmental improvement and
humanity with nature and people with their protection
surroundings. Thus, it may include conservation of 4. Skills: To help social groups and individuals
energy and soil, protection of air, water and atmosphere acquire the skills for identifying and solving
from pollution, effective utilization of locally available environmental problems
resources, creation of conducive atmosphere for living
through social and civic consciousness and harnessing The next development focusing on the
natural resources without any ecological imbalances. objectives of Environmental Education came with the
publication of the Brundtland Report, Our Common
IV. HISTORICAL BACKGROUND OF Future (World Commission on Environment and
ENVIRONMENTAL EDUCATION Development – WCED, 1987). This report shifted the
focus of Environmental Education towards sustainable
Environmental Education is a learning process development, economic growth, environmental
that seeks to increase people’s knowledge and awareness protection and social equality. The Brundtland Report
about the environment and associated challenges; paved path for the publication of Agenda 21 at the Earth
develop the necessary skills and expertise to address Summit in 1992 (Tilbury, 1995). The summit, which
these challenges; and promote attitudes, motivation and was otherwise known as the UN Conference on
commitment to make informal decisions and take Environment and Development (UNCED) held in Rio-
responsible actions (UNESCO, 1978). Environmental de-Janeiro, called for the re-orientation of
Education gained importance at the global level with the Environmental Education towards sustainability. It
first global declaration, the Stockholm Declaration on underlined the need for a holistic perspective to be
Environmental Education, made by UNESCO in 1972. reflected in the curricular approach to Environmental

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Education for Sustainability (EEFS). It highlighted the conserving wildlife, ecosystems and abiotic
essential need to integrate the concept of ‘sustainability’ environment. There had been a lot of change in the
into all learning areas. Environmental education is system of education during the middle ages. The thrust
concerned with subjects in the way in which natural on environment and all-round development of students
environment works, how human beings should behave to was shifted to classroom instruction and learning of 3
manage the ecosystem to sustain the environment. It R’s (Reading, Writing and Arithmetic). The very spirit
provides the necessary skills and expertise to handle the of learning, wherein observation, exploration,
associated challenges. The main focus of environmental comprehension and application were inherent, had been
education is to import knowledge, create awareness, sacrificed. Cramming of facts and rote memorization
inculcate an attitude of concern and provide necessary became the order of the day. The knowledge acquired by
skills to handle the environment and environmental the students without using their senses (touching,
challenges. smelling, tasting etc.) in the natural surroundings could
In recent years, the Indian government has not be assimilated and internalized. It went off their
undertaken a number of environmentally friendly memory soon after the completion of the examination
initiatives. The Ministry of Environment and Forests was and award of the certificate. Obviously, environmental
founded in 1986, and environmental legislation was put education – educational excursions, eco-treks and natural
in place. During 2000-2001, the National Environmental walks had no place in such a system.
consciousness Campaign (NEAC) was held to raise Environmental Education in formal system of
environmental consciousness at all levels of society, education has been reported as initially coming into
with the core subject "Keep our environment clean and school curriculum in the early 1970s through Science
green." The Ministry actively collaborated with several education (Gough, 2002). The origin of Environmental
Apex Bodies at the national level, including the Education can also be traced further back to the
University Grants Commission (UGC), the National promotion of nature studies and later to the conservation
Council of Educational Research and Training movement (Stevenson, 2007). Here, it aimed at
(NCERT), and the Ministry of Human Resource developing knowledge, awareness and skills about
Development (MHRD), to introduce and expand environmental issues and natural resources; and was
environmental concepts, themes, and issues in school broadly incorporated into the curriculum of primary
and college curricula. Only through the right form of schools and Science and Geography curriculum in
education can a systematized, organized, and awakened secondary schools. Stevenson (2007) also argues that
social mind be developed, and it is only through this although the aims of nature studies and conservation
style of education that it is possible to establish suitable education can moderately be accommodated in the goals
awareness among individuals to make their lives and the of school system, improving environmental behavior
environment creative, constructive, and progressive. To among students is a far more challenging mission for
instill such a mindset in people, it is critical to promote a schools. In the 1980’s, the role of Environmental
scientific approach towards the environment beginning Education in school organization was meaningfully
with their school education. developed by increasing public environmental concern,
giving a stronger impetus to schools to implement
V. ENVIRONMENTAL EDUCATION IN Environmental Education (Tilbury, 1995). Chapter 26 of
SCHOOL CURRICULUM Agenda 21 emphasized that ‘Environmental Education
should be incorporated at primary and secondary schools
In ancient India, there was Gurukula system of and that it should be the responsibility of educational
education. Students used to spend a number of years in authorities to promote all kinds of programmes for
Guru’s Ashram. Guru was their father figure. He continuing education in environment in the move
remained a guardian, an advisor, a counselor, a towards sustainable development’ (UNESCO, 1992).
philosopher and a guide for all his disciples. Guru’s wife
remained a mother figure for them in the Ashram. She VI. ROLE OF TEACHERS IN
used to treat them as if they were her own children. DEVELOPING ENVIRONMENTAL
Education was completely free for them. There was no AWARENESS AMONGSTUDENTS
discrimination among students by virtue of the wealth or
status of their parents. The students used develop right Environmental Education programmes in a
attitudes and values under the complete supervision of formal school setting often consider students to be the
their Gurus. They acquired education in all the domains most appropriate targets because they are in a period of
of learning – cognitive, affective and psychomotor. life which can significantly shape the way they approach
Besides, they lived in a natural environment and cared and interact with the environment that surrounds them
for conserving it. They had a lot of respect for the and develop a desire for life-long learning (Mackey,
environment in which they lived. Environmental 2012). Environmental Education, therefore, tries to
Education was an integral part of their educational and sensitize the young minds of students to environmental
cultural system; and students understood the need for problems and concerns; and to develop in them right
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Volume-3 Issue-6 || November 2023 || PP. 9-17 https://doi.org/10.55544/ijrah.3.6.2

attitude and behaviour towards environment (Thapa, b) Providing the students the necessary inputs on basic
1999). Further, secondary school students in the age environmental factors such as ecology, resource
group 11-15 years seem to be the most appropriate distribution, population dynamics, population balance
targets for fostering ethical and ecological appreciation and the problems of hunger and starvation.
of the natural world (Kellert, 1985).
There has been a lot of debate among The teacher plays a very significant role in
researchers, policy makers and teachers with regard to shaping, moulding and cultivating right habits, manners
the implementation of Environmental Education in and good character among children in schools. To gear
school curriculum. In the 1980’s, two models dominated up the environmental awareness programme, it is
for this purpose (Yueh, 2007). One was the essential that the teacher should have scientific
multidisciplinary approach and the other was knowledge of Environmental Education. It is the
interdisciplinary approach. The multidisciplinary model responsibility of the Colleges of Teacher Education
infuses Environmental Education into existing school and University Departments of Education to prepare
subjects according to its relevance to the teaching teachers for this task by introducing Environmental
content of each school subject. In contrast, the Education as a subject in Teacher preparation
interdisciplinary model views Environmental Education programme. The curriculum in the existing Teacher
as an independent teaching unit containing materials education programmes should be amended in such a
from every school subject. The multidisciplinary manner that there should be due weightage for the study
approach appears to have been the most frequently used of Environmental Education as an independent subject
approach to classroom-based Environmental Education or integrating it with other school subjects
programmes with the concepts of Environmental emphasizing suitable methodology. The effective
Education integrated into separate subject areas such as implementation of Environmental Education requires a
Biology, Chemistry, Geology and Geography in large number of teachers who are knowledgeable and
secondary school curriculum (Hart & Nolan, 1999). No skillful in organizing different activities in schools. The
matter the approach, it is important for Environmental role of a teacher in Environmental Education is multi-
Education in schools to include particular pedagogical dimensional in nature. He is a planner, a sustainer and a
practices to achieve the goals of Environmental value instigator.
Education. Teachers should have a basic understanding of
Environmental Education cannot be introduced integrating theory and practice in Environmental
in schools in an effective manner unless teachers, who Education. They should understand and accept the
teach various topics, are well-versed with the subject responsibilities associated with the implementation of
matter of Environmental Studies. They should know and Environmental Education programmes at school level.
understand what environmental education is, what its They should enable students to engage in open inquiry
subject matter is, how it should be taught in schools and and investigation, especially while considering
how students’ attainments should be measured or environmental issues that are controversial in nature. In
evaluated. Such teachers can only be available, if such cases, teachers should provide them an opportunity
Environment Education finds a place in the curriculum to reflect on their own as well as on others’ perspectives.
of Teacher Education or Teacher preparation Teachers should ensure a climate for learning about and
programmes being offered by Colleges of Education, exploring the environment, an inclusive and
Colleges of Teacher Education, Institutes of Advanced collaborative learning environment and flexible and
Study in Education (IASEs), University Departments of responsive instruction. The role of a teacher does not
Education and District Institutes of Education and end with teaching a few concepts relating to
Training (DIETs). In this context, it may be mentioned Environmental Education in the classroom. It should go
that Environmental Education has its unique beyond the four walls of the classroom. The teacher
characteristics; and because of these characteristics, its should be a friend, philosopher and guide to his/her
teaching methodology is different from that of other students; and should take an active role in motivating
subjects. It is the responsibility of Teacher Education them to protect environment. Since Environmental
Institutions to evolve the kind of methodology suitable Education is more an out-door activity, the teacher
for teaching Environmental Education in school should plan his/her lessons using heuristic and
programme and to work out strategies for involving exploratory methods with a view to enable his/her
students in conservation and regeneration of students explore the nature. The teacher should devise
environment. strategies for integrating the content of Environmental
Education at the secondary level must Education in his/her core teaching subjects.
emphasize at least one of the following approaches to Environmental Education should be made a part and
study nature and environment: parcel of school education programme.
a) Involving children in out-of-school activities, Teachers play a crucial role in forming and
developing in them problem solving and community establishing right attitudes and values that are important
activities related to environmental problems. to develop environmentally responsible behavior among

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Integrated Journal for Research in Arts and Humanities
ISSN (Online): 2583-1712
Volume-3 Issue-6 || November 2023 || PP. 9-17 https://doi.org/10.55544/ijrah.3.6.2

their students. Teacher is said to be the protector, savior VII. ATTITUDE OF TEACHERS
and purifier of the environment. The teacher can help TOWARDS ENVIRONMENT
his students take up a number of activities such as ‘clean
and green’, ‘tree plantation’, ‘watering plants’, Environmental attitude is the term associated
‘rainwater harvesting’ etc., in the school as well as the with the environmental concern of an individual for
surrounding community. The teacher can also arrange nature or the amount a person cares about the state of the
field trips and excursions in order to develop in his/her natural environment. Today, man is living in the world
students a love for the nature. He should create in them a of social, economic, political and value crises. In
feeling of togetherness and a positive attitude towards addition, during the recent years, environmental crisis
environment. The teacher should create awareness has become another important factor, which has made
among the students towards environmental pollution and everyone in the world to think of its gravity. This
suggest remedial measures to overcome the problem. is due to the increasing population, urbanization,
He/she should organize debates, competitions, shrinking of agricultural land, desertification,
discussions and dramas to enlighten the students on the deforestation and technological advancement. All these
importance of Environmental Education. Visits to dense lead to heavy air and water pollution coupled with the
forests are organized so that students should develop a hole in the Ozone layer. To combat environmental
taste for natural beauty and acquire knowledge of flora degradation, many initiatives have been taken up at
and fauna. global, national, state and institutional levels by the
The following are some of the activities that Governments and voluntary organizations. Among these,
the teachers can organize in theschools. They should: adoption of compulsory Environmental Education at all
i. Encourage their students to create pollution-free levels in the educational system as directed by the
atmosphere in the schoolpremises. Hon’ble Supreme Court is the most appropriate measure
ii. Correlate the environmental activities with the to develop right attitude, awareness, understanding and
traditions and customs in thesociety. action towards environmental protection among teachers
iii. Inform his students with the safety measures to be as well as students. The effective implementation of
taken to avoid the spread of viral diseases by keeping Environmental Education mainly depends on the
the surroundings clean. availability of environmentally trained teachers. Hence,
iv. Organize health camps in the school and involve there is a dire need of producing teachers with a positive
the students participate activelyin such programmes. attitude towards environment (Syed Hasan Qasim,
v. Motivate the students to develop hygienic conditions 2019). This should be taken up on priority basis by the
around them. institutions offering Teacher Education programmes at
vi. Encourage the students to plant at least a tree on different levels.
his/her birthday every year either in the school, or in the
place of worship or elsewhere and nurture its growth.
vii. Conduct visits to industrial places and other places
VIII. TEACHER PREPARATION
of high pollution to make the students realize the need PROGRAMME FOR
for protecting the environment. ENVIRONMENTAL EDUCATION
viii. Celebrate important days relating to environment
such as world forest day, world conservation day, Teacher Educators working in Colleges of
wildlife protection day, world population day in the Education, Colleges of Teacher Education, University
school involving the students participate actively in such Departments of Education, Institutes of Advanced Study
programmes. in Education (IASEs), District Institutes of Education
ix. Train the students as soldiers to protect and Training (DIETs) and other professionals working in
environment. Teacher preparation programmes play a significant role
x. Sow the seeds of sustainability of environment in the in developing right attitude and awareness among the
young minds. prospective teachers who are the torch-bearers to
xi. Organize campaigns of awareness to avoid the use enlighten the students realize their responsibilities in
of plastics and other non- degradable substances by the protecting and safe- guarding the environment. It is the
public. responsibility of these institutions to prepare teachers for
xii. Help the students acquire the sensibility towards this task of protecting environment. The curriculum in
environmental problems and the necessary strategies to the Teacher Education programmes (D.Ed., B.Ed. and
resolve such problems. M.Ed.) should suitably be amended and redesigned to
xiii. Encourage students to examine and interpret the incorporate the content of Environmental Education in
environment from a variety of perspectives – physical, different school subjects. The teacher educators should
geographical, biological, sociological, economic, combine the fundamentals of high quality education with
political, technological, historical, esthetical and ethical. the unique features of Environmental Education while
xiv. Help them to lead their lives happily in a pollution- designing and implementing the curriculum. There
free environment. should be co-ordination in the components of the course

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content – theory, practice and community participation. Therefore, people need to realize their
The very purpose of environmental education is to responsibility to protect and preserve the environment
increase public awareness about environmental issues, for these generations. Nonetheless, there is consensus
explore possible solutions for various problems among the researchers of Environmental Education that,
associated with the environment, and to lay the although the level of awareness about the environment
foundations for a fully informed and active participation and its associate problems has in general increased
of individual in the protection of environment and the among the public, large groups of people have become
prudent and rational use of natural resources. less connected with the natural environment leading to
The following are some of the objectives of weaker understanding and empathy for these problems
Environmental Education which are to be realized (Sterling, 2001). According to the objectives of
through Teacher Education programmes at Under- Environmental Education as outlined by Tbilisi
graduate and Post- graduate levels: Declaration, investigating peoples’ environmental
• To develop a positive attitude towards attitude, awareness and behaviour towards the
understanding environment and its alliedproblems environmental issues could contribute something for
• To help in acquiring skills associated with the educational approaches for a better sustainable future.
identification of various environmental problems and But there exists still a gap in our understanding of why
finding out strategies to resolve these problems some people, who are environmentally aware and have a
• To develop right attitude, concern, feelings and positive attitude towards the environment, do not show
values towards the environment and encourage active environmental actions (Kollmuss & Agyeman, 2002).
participation in the protection of environment While Environmental Education is a life-long process,
• To develop an ability to evaluate the outcomes of environmental educators have widely agreed that
Environmental Education taught in the school secondary school students form an important group
programme among whom the concepts of Environmental Education
• To improve upon the existing environmental need to be implemented (Athman & Monroe, 2001;
awareness among the trainees Bradley et al., 1999; Loughland et al., 2002). Developing
• To provide necessary training to understand the a positive attitude and awareness among the students on
local environmental problems environmental issues has been thought of an effective
strategy for taking care of environment for the long term.
• To provide in-depth knowledge and skills to deal
Further, these young people will be the citizens, leaders
with various environmental issues in future.
and policy makers in future societies. Since teachers play
an important role in developing these qualities among
Teacher Educators should develop a high level
their students at secondary level and stand as role models
of specialized knowledge and pedagogical skills to
for them, it is thought that the personal and professional
impart education regarding new facts, relationships,
attitude and awareness of teachers play a significant role
threats and conflicts; and evolve the necessary strategies
in implementing Environmental Education programmes
to overcome various problems associated with teaching
Environmental Education in Secondary schools. effectively. These ideas have formed the basis for the
present investigation.
IX. RATIONALE OF THE STUDY
X. SIGNIFICANCE OF THE STUDY
The environment plays an immense role in
Environmental education is not a separate
maintaining and supporting the health of the people
subject. It is a multidisciplinary approach both to
(United Nations Environment Programme – UNEP,
2014). However, the environment continues to suffer education and to the problems of the environment. All
the subjects in a traditional curriculum pertaining to the
and our planet has been facing serious and complex
environment dealt with the knowledge necessary for
environmental issues such as climate change, air and
preserving the environment. Environmental Education
water pollution, loss of biodiversity, deforestation, over
provides the foundation for all future education and
population, depletion of natural resources and many
learning. It enables children to develop a store house of
more. These issues have been increasingly recognized
over the past several years (United Nations, 2002; knowledge about the world in which they live; and to
seek knowledge that they can use and develop
UNEP-2014). Although the health and protection of the
throughout their lives. It helps the children empower
natural environment is important for human beings, there
with the necessary knowledge and skills relating to the
is general acceptance that humans are largely
environment wherein they live. This helps them lead a
responsible for causing many current environmental
happy and peaceful life even in future. Integration of
problems (Brown, 2008; United Nations, 2012). These
Environmental Education in school programme is very
actions have been severely affecting the ecological
essential in developing countries. The curriculum in the
balance of the environment, with potentially devastating
school education should be designed in such a manner
consequences for the life of current and future
that the students get a thorough understanding of the
generations of all species (UNEP-2013).
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