Vol. 9, Special Issue 4, Part C (2023)

Abstract
Following the implementation of the National Curriculum Framework for Teacher Education, there has been a nationwide overhaul of teacher education programmes in India (NCFTE 2010). Environmental Studies pedagogy has been given a special place in the two-year B.Ed. programmes. Furthermore, Environmental and Population Education has been added as an elective course. Consciously, it has been kept in mind in the pedagogies of various school subjects: how environmental issues can be infused with various streams of study. Because the environment has no political boundaries, local issues cannot be considered in isolation. As a result, it is necessary to trace environmental education in the Indian scientific community and society, which is traditional and has its own indigenous practises. A future teacher who is informed will be able to encourage students to behave responsibly. The curriculum has therefore been purposefully designed to inform aspiring teachers about current environmental challenges and inspire them to take local action for a brighter tomorrow. The rise of new technical options and ways of life during the past century has resulted in environmental deterioration and enormous disparities between the privileged and the underprivileged. More than ever, taking care of and protecting the environment is essential. Education may provide people the perspective they need to see how human life can coexist with the environmental catastrophe while yet allowing for survival, progress, and growth. In addition, environmental studies can incorporate social and natural sciences into the curriculum of primary schools. Addressing global environmental concerns and how they affect the local community should be part of the curriculum as India moves towards sustainable development.