In recent years, it is becoming increasingly clear that the social and economic aspects of life are inherently related to how our natural environments operate and how we effectively manage our daily actions and ecosystems to live a sustainable life.
Indeed, environmental sustainability issues are at the core of our very lives, particularly upon the realization that we need to preserve the environment for our own use and for future generations. In this light, this paper attempts to evaluate some of the most important characteristics and facets of environmental education.
It is important to note that environmental education basically entails structured endeavors undertaken by schools and other interested stakeholders to impart knowledge about our natural environments and how best we can manage our behavior and the various ecosystems with the view to living a sustainable and mutually fulfilling life. Drawing from this description, it is evident that an important facet of the unit relates to educating the public on how to take good care of the environment in order to live sustainably.
There are several characteristics that can be associated with environmental education as a learning process, with the most significant being the unit’s predisposition to enhance the knowledge and responsiveness of individuals about the environment and related challenges. Another characteristic of the unit is that it provides individuals with the skills and expertise needed to flourish in a sustainable society.
Through environmental education, students and other interested individuals are provided with the skills and knowledge needed to preserve the environment for present and future generations. Additionally, environmental education has the capacity to foster the mindsets, inspirations, and commitments of individuals with the view to influencing their capacity to engage in informed decision making and take responsible action in all issues related to the environment.
A commonly held perception of environmental education is that it entails the integration of three main components, namely education in the environment, education about the environment, and education for the environment.
The first component (education in the environment) exposes students to experiences beyond the classroom to assist them develop deeper insights into the various environmental dynamics using practical inquiry and investigation, while the second component (education about the environment) assists them to develop a greater appreciation of the critical issues that come into play to influence the environment in the community, national, or international level.
The third component (education for the environment) ensures that people understand what they are supposed to do not only to minimize their impact on the environment but also to make proactive lifestyle choices that assist in maintaining and enhancing the quality of the environment. The three components are interdependent and operate to ensure that we are able to sustainably manage our environment.
Overall, it is my considered opinion that this paper has summarised some of the most important characteristics and components associated with environmental education. Although there are many other considerations associated with the unit, the most basic ones relate to the provision of knowledge and skills needed to manage our natural environments and ecosystems for present and future generations, as has been demonstrated in this paper.