Author: Dr. Santanu Biswas
Abstract: Eco-literacy had been increasingly recognized as a vital educational component for fostering environmental responsibility and climate action. This study had examined how eco-literacy had been integrated into school curricula at both global and national levels, with a focus on India as a case study. A mixed-methods design had been adopted, utilizing curriculum documents, policy reports, and academic literature to assess the presence and depth of eco-literacy components. Global programs such as the Eco-Schools and GLOBE Program had been found to enhance experiential and participatory learning, aligning with UNESCO’s Education for Sustainable Development framework. In India, eco-literacy had been strongly embedded in primary-level education through dedicated Environmental Studies but had shown a marked decline in secondary levels. Comparative analysis had revealed strengths in early exposure and activity-based pedagogy, yet highlighted barriers including inadequate teacher training, unequal resource distribution, and exam-focused learning. The findings had indicated that sustained eco-literacy required curriculum continuity, policy support, and community engagement to ensure alignment with climate action goals
Keywords: Eco-Literacy, Climate Change Education, Environmental Education, Curriculum Integration, Education For Sustainable Development, Participatory Learning, Policy Alignment.
Page No: 78-86