Teaching environmental education (Eco Ed) can play a significant role in achieving the national aims of education by fostering a more sustainable and responsible community. Here are ways in which Eco Ed can be used to align with and contribute to national educational goals:

Promoting Environmental Awareness: Eco Ed helps students become more aware of the environment, its challenges, and its importance. This awareness can lead to a sense of responsibility towards the environment, aligning with the national goal of fostering responsible citizenship.

Sustainability Education: Teaching about sustainable practices and the importance of preserving natural resources aligns with national goals related to economic and environmental sustainability. Educating students about sustainable agriculture, energy conservation, and waste reduction can contribute to a more sustainable future.

Critical Thinking and Problem-Solving: Eco Ed encourages critical thinking by presenting real-world environmental challenges. Students learn to analyze issues, gather information, and develop solutions, which are valuable skills for any educational system aiming to produce well-rounded citizens.

Ethical Values and Social Responsibility: Environmental education often incorporates ethical discussions about humanity's relationship with nature. This can help instill values of responsibility, empathy, and social consciousness, which align with broader societal goals.

Cultural Awareness and Diversity: Many environmental issues are global and involve diverse cultures and ecosystems. Eco Ed can facilitate a better understanding of global interconnectedness and cultural diversity, contributing to national goals of fostering tolerance and global citizenship.

Health and Well-being: Eco Ed often emphasizes the connection between a healthy environment and human well-being. Promoting a clean and healthy environment aligns with national goals related to public health and quality of life.

Interdisciplinary Learning: Eco Ed is inherently interdisciplinary, encompassing aspects of science, social studies, economics, and ethics. This approach supports the development of well-rounded individuals who can adapt to a variety of challenges, aligning with the educational aims of holistic development.

Hands-On Learning: Practical activities like gardening, waste reduction projects, and conservation efforts can be part of Eco Ed. These activities promote experiential learning, which is effective in achieving educational goals related to skill development and practical knowledge.

Community Engagement: Eco Ed often involves students in community-based environmental projects and initiatives. This engagement fosters a sense of civic responsibility and community involvement, which aligns with national goals of active citizenship.

Long-term Vision: Environmental education encourages long-term thinking and planning, which aligns with national aims of preparing students to be future-oriented, responsible citizens who can contribute to the sustainable development of their nation.

In summary, integrating Eco Ed into the national curriculum can help achieve educational goals related to responsible citizenship, sustainability, critical thinking, ethics, cultural awareness, health, and community engagement. It equips students with the knowledge and skills necessary to address environmental challenges and contribute to a more sustainable and harmonious society.

In order to successfully integrate environmental education into the country's educational system, it is crucial to create a curriculum that supports these objectives, train educators in environmental education techniques, provide materials and infrastructure for practical learning opportunities, and continuously evaluate and enhance the efficacy of Eco Ed initiatives.

I would advocate for a more ecocentrism approach and sustainability not just environmentalism. It will depend on the age group you want the curriculum for but the UNESCO website can offer suggestions and examples of other countries approaches. At the curriculum level, it should be broad stroke and not prescriptive to enable teachers to teach for their community. If it is for young children I would suggest a more dispositional approach so they are taught dispositions which support the aims e.g. empathy and respect. For the secondary level, you can look at UNESCO's SDG Learning objectives.