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Environmental education and eco-literacy as tools of education for sustainable development

By Steven Locke, Ricardo Russo and Carlos Montoya

The purpose of this paper is to propose environmental education and eco-literacy as components of education for sustainable development through the examination of an eco-literacy program offered by EARTH University in Costa Rica to rural community public schools. To illustrate these components we examine the development of a program/curriculum used in 17 elementary schools. We draw two important conclusions from our examination. First we found that external national political, social, and economic forces were important to the program’s success. Secondly we illustrate the importance of developing and programs that address the specific needs and issues of the local region.

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