ENVIRONMENTAL EDUCATION IN SCHOOLS: AN OVERVIEW OF THE INDIAN CONTEXT
DOI:
https://doi.org/10.29121/granthaalayah.v13.i1.2025.5912Keywords:
Environmental Education, School, Indian, EvaluationAbstract [English]
Environmental Education (EE) is increasingly being promoted in structured educational environments in India to prepare children for a sustainable future. This paper examines the current status of EE in Indian schools, emphasizing its practices, challenges, and potential. The paper is an interpretation of the author’s evaluation of EE programs and is a section of an extensive study aimed at developing EE intervention programs for primary school children in India. The evaluation process involved the conduction of interviews with key stakeholders, including EE program heads, experts, and resource persons as well as the evaluation of NCERT books and recommended pedagogical practices. Analysis revealed that EE courses and content, are primarily theoretical and tend to promote a utilitarian understanding of nature. While these programmes may offer innovative projects, ideas, and practices, they do not necessarily address the shift in thinking and values required to evolve into responsible earth citizens. This makes it challenging for children to think ethically about natural ecosystems and develop strong connectedness with nature. The author thus argues for a shift in EE paradigm, utilising the profound insights of ancient Indian eco-philosophy presented in Indian Knowledge System. EE can be made effective and meaningful for young children by implementing intervention programs based on experiential activities. The findings have implications for educators, resource persons and policymakers. Insights obtained would help in gaining a better understanding of the strengths and limitations of the program as well as giving directions for future.
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