Module 10: Ecoliteracy
“Living in harmony with nature begins with understanding.”

Introduction

In a world facing complex environmental challenges, from climate change to biodiversity loss, the need for a deeper understanding of ecological systems has never been more urgent. Ecoliteracy, or ecological literacy, equips individuals with the knowledge, values, and attitudes necessary to live sustainably and responsibly in harmony with the natural world. This module introduces the concept of ecoliteracy and its crucial relationship with sustainable development, promoting educational approaches that encourage students to become conscious stewards of the Earth.

Objective

At the end of this module, learners will be able to:

• Define ecoliteracy and explain its significance in the 21st century.
• Understand the concept of sustainable development and its interconnection with ecoliteracy.
• Describe the traits of ecologically literate individuals and communities.
• Explore strategies to promote ecoliteracy in schools and communities.
• Understand the principles of green schools and ecological living practices.
• Identify ways to integrate ecoliteracy into the academic curriculum.

Opening Activity

Think about this:

Find at least three person near to you and ask this question to them.

“What do you think your daily actions affect the environment?”

Take note of their responses, then keep it for your reflections in the other part of this module. This activity encourages you to make personal reflection that will lead you in creating a foundation for deeper understanding of ecological responsibility.

Discussion

Definition of ECOLITERACY

Ecoliteracy refers to the ability to understand the natural systems that make life on Earth possible. An ecologically literate person recognizes the principles of organization of ecological communities and uses this understanding to create sustainable human societies (Capra, 2005). According to De Leon (2020), ecoliteracy is not only about knowing environmental facts but also about developing the consciousness and responsibility to act for ecological balance and justice.

What is Sustainable Development

Sustainable development is defined by the United Nations as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Commission, 1987). It involves a balanced approach to economic progress, environmental stewardship, and social inclusion. De Leon (2020) emphasizes that sustainable development encourages long-term thinking, conservation of resources, and equitable growth.

Ecoliteracy and Sustainable Development

Ecoliteracy is a foundational component of sustainable development. It enables individuals to make informed decisions that consider the environmental, social, and economic impacts of their actions. As De Leon (2020) notes, an ecologically literate society fosters sustainability by embedding ecological values into everyday life and education systems.

What is an Ecologically Literate Person?

An ecologically literate person understands the interconnectedness of natural and human-made systems. They are aware of how daily choices affect the environment and strive to reduce their ecological footprint. Such individuals demonstrate critical thinking, empathy for nature, and proactive behaviors that support sustainability (Orr, 1992). They model responsible citizenship in both local and global contexts.

The Ecologically Literate Society

An ecologically literate society values environmental integrity and actively engages in practices that protect natural systems. According to De Leon (2020), such a society promotes policies and education systems that align with environmental ethics. It integrates traditional knowledge, scientific understanding, and community participation to create a resilient and sustainable future.

Ways to Develop Ecoliteracy in Schools

Schools play a vital role in cultivating ecoliteracy. They can integrate environmental themes across subjects, engage students in outdoor learning, promote school-wide recycling and conservation practices, and collaborate with local communities for ecological projects. Experiential learning, such as gardening, nature walks, and water testing, deepens students’ connection with nature (Stone & Barlow, 2005).

Seven Environmental Principles of Nature

The Seven Environmental Principles, widely taught in the Philippines, help guide ecological thinking:

1. Nature knows best.
2. All forms of life are important.
3. Everything is connected to everything else.
4. Everything changes.
5. Everything must go somewhere.
6. Ours is a finite Earth.
7. Nature is beautiful and we are stewards of God’s creation.

These principles foster respect, responsibility, and reverence for nature (Palaypay, 2002).

The Concept of Green School and Its Impact on Sustainable Development

Green schools are institutions that actively reduce their environmental footprint through energy efficiency, waste reduction, and ecological education. They serve as models of sustainability, influencing not only students but also the wider community. Green schools align with the goals of sustainable development by promoting long-term environmental health and student well-being (Center for Green Schools, 2011).

Essential Aspects of a Green School Environment

A green school is characterized by eco-friendly infrastructure, sustainable operations, inclusive environmental education, and a culture that values nature. It includes clean energy systems, natural lighting, green spaces, waste segregation, and water conservation. According to De Leon (2020), the atmosphere of a green school nurtures environmental awareness and responsibility.

How to Create a Green School

Green Curriculum:

A green curriculum integrates environmental concepts into all learning areas—from science and social studies to arts and values education. Lessons are designed to develop critical and systems thinking, problem-solving, and a sense of stewardship.

Characteristics of a Green School:

• Integrates sustainability in daily operations.
• Encourages participatory environmental projects.
• Fosters student leadership in ecological initiatives.
• Promotes interdisciplinary learning with an ecological lens.

What is Dark Green School Program in the Philippine Environmental Perspective?

The Dark Green School (DGS) Program, initiated by the Philippine Network of Educators on Environment, promotes holistic environmental education in higher education institutions. A Dark Green School commits to ecological integrity through sustainable campus operations, integrated environmental education, and community engagement. It aims to transform schools into agents of environmental transformation and ethical living (PNEE, 2004).

Ecological Living Practices

The Inner Ecology (Smitsman, 2014):

Inner ecology refers to the personal, psychological, and spiritual dimension of sustainability. It emphasizes inner balance, mindfulness, values formation, and the healing of emotional and cognitive disconnection from nature. Developing inner ecology leads to compassion and ethical ecological behavior.

The Outer Ecology (Smitsman, 2014):

Outer ecology involves the external systems—physical environments, ecosystems, and social structures. It includes sustainable habits such as recycling, conserving energy, and community activism. A balance between inner and outer ecology is essential for long-term sustainability and ecological well-being.

Integrating Ecological Literacy into the Curriculum

To integrate ecological literacy effectively, schools must adopt a whole-school approach. This includes:

• Curriculum infusion: Embedding ecological content in every subject.
• Project-based learning: Real-world environmental challenges tackled through research and action.
• Partnerships: Collaborating with local NGOs, LGUs, and environmental groups.
• Teacher training: Equipping educators with ecological knowledge and pedagogy.

Ecological literacy integration supports the development of future-ready learners who are compassionate, competent, and committed to sustainable development (De Leon, 2020).

Reflection:

Reflection Activity: Understanding Ecoliteracy

Direction:
                On a half sheet of paper, write a thoughtful reflection based on your understanding of the topic Ecoliteracy. Your reflection should demonstrate your personal insights, realizations, and deeper understanding of the importance of ecoliteracy in today’s world.

You are encouraged to incorporate your interview responses conducted at the beginning of the module. Reflect on how the perspectives you gathered have influenced or expanded your views about ecological awareness and responsibility.

Reflection Question:

“After learning about ecoliteracy and listening to the perspectives shared during your interview, how has your understanding of your role in protecting the environment deepened, and what specific actions are you now more committed to doing in your daily life to contribute to ecological sustainability?”

Submission Date:
Please submit your reflection on June 20.

References

Brundtland Commission. (1987). Our Common Future. Oxford University Press.

Capra, F. (2005). The Hidden Connections: A Science for Sustainable Living. Anchor Books.

Center for Green Schools. (2011). What is a Green School?. U.S. Green Building Council.

De Leon, E. B. (2020). Foundations of Environmental Education. Manila: DEM Publications.

Orr, D. W. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. SUNY Press.

Palaypay, A. (2002). Environmental Principles for Sustainable Living. Manila: C&E Publishing.

PNEE. (2004). The Dark Green School Program Guidelines. Philippine Network of Educators on Environment.

Smitsman, A. (2014). The Inner and Outer Ecology. EARTHwise Centre.

Stone, M. K., & Barlow, Z. (2005). Ecological Literacy: Educating Our Children for a Sustainable World. Sierra Club Books.