GREENING THE CURRICULUM: A LITERATURE REVIEW OF ECO PEDAGOGICAL FRAMEWORKS AND THEIR ROLE IN SHAPING ENVIRONMENTALLY CONSCIOUS EDUCATION

Abstract

Abstract  
The escalating global environmental crisis demands a fundamental transformation in formal education systems, particularly through the integration of eco-pedagogical frameworks into mainstream curricula. This study aims to identify, classify, and critically analyze the dominant eco-pedagogical frameworks documented in international literature from 2021 to 2026, and to evaluate their contributions to fostering environmental consciousness among learners. A literature review was conducted using the Scopus database, with search terms including ecopedagogy, ecological literacy, greening curriculum, and education for sustainable development. The analysis revealed four major clusters of eco-pedagogical frameworks, namely critical pedagogy-based, ecological literacy-based, cross-curricular integration, and experience-based nature learning. Findings consistently indicate that environmental consciousness can only be cultivated effectively when pedagogical approaches simultaneously address cognitive, affective, and psychomotor dimensions in an integrated manner. Furthermore, teacher readiness and capacity emerged as the most decisive factor determining successful implementation. This study concludes that eco-pedagogy-based curricula hold significant strategic value and marketability within the contemporary global education landscape, while simultaneously offering a principled roadmap for more ecologically just and sustainable curriculum reform. 

Keywords: Eco-Pedagogy; Ecological Literacy; Environmental Consciousness; Greening 
Curriculu;, Sustainable Education.