Abstract
Eco-literacy has been widely recognized as a crucial body of knowledge and a key competency for citizens in the 21st century, as it forms the foundation for understanding the complex interrelationships among humans, nature, and society. This article has three main objectives, namely: 1) describe the theoretical foundations of Eco-literacy, 2) examine its development from past to present and 3) discuss the educational roles of integrating this concept into curricula and teaching practices. The review of literature shows that the development of the concept revealed that eco-literacy has evolved from an early emphasis on providing environmental science data to a contemporary systems-thinking framework that integrates social, cultural, and ethical dimensions. This evolution marks a transition from merely raising awareness to cultivating citizens with the practical competencies necessary for structural change. While applications within the Asian context reflect efforts to integrate these concepts at both curricular and policy levels, significant challenges remain notably over reliance on Western epistemological frameworks. This article, therefore, proposes that a key solution lies in transformative education that deliberately integrates local wisdom and Asian cultural contexts with international standards. Such an approach aims to establish sustainable eco-literacy practices that are deeply aligned with real-world ways of living.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/jescu.2026.3
First Page
1
Last Page
16
Recommended Citation
Deedoo, Siriping and Jatuporn, Omsin
(2026)
"Eco-literacy as the Foundation of Transformative Education: Integrating Theory, Practice, and Sustainable Development,"
Journal of Education Studies: Vol. 54:
Iss.
1, Article 5.
DOI: 10.14456/jescu.2026.3
Available at:
https://digital.car.chula.ac.th/educujournal/vol54/iss1/5
