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Education is an indispensable means of survival and development of humanity. The existence of humanity depends, among other things, on the physical environment. We cannot imagine life in isolation on this planet. We are deeply connected to the flora, fauna and atmosphere around us. Earth's organisms contribute to human well-being in various ways. Human beings obtain essential goods and products for their life from them, which include food, medicine, industrial products and genetic resources for crop breeding. Different plant and animal species and their surrounding environment together make up an ecosystem. A harmonious balance between the various biotic and abiotic components of the ecosystem is essential. Unplanned industrialization and urbanization have disturbed the essential balance of our existence. Decades of interference in the natural system have created major problems of pollution and climate change. Air pollution in Delhi is one such health problem that has arisen due to anthropogenic causes. Care and support systems need to be developed in addition to education, behavior change and new technologies to address these problems. It is against this background that the teaching of environmental education has emerged as an essential subject. This education should be relevant, useful, productive and timely for sustainable development in India.

The Present Study intends to analyse Environmental Education and Sustainable Development in India. In this paper Researcher an attempts a micro-level examination of the Historical, Back Grounds and to identify the problem of execution of Environmental Education. Next Objective of the study is that to find out Environmental Education today anthropogenic due to negligence and lack of awareness, Educating the society about responsible behavior towards the environment is the care of Sustainable development. The main object of the study to discover. The remedies of loss of visibility , Acidification of reservoirs and changing its nutrient balance, Damage to forests and crops, and loss of ecosystem diversity are some of its major Consequences.

The Researcher has gone through several acts / statutes , reports , Books, Articles , Regulations and Journal by using the different, book consulted by other researcher :The following foreign and Indian Authors have written on the topic of Environmental Education and sustainable development in India, in Book Air Pollution and Global Warming, History , science and Solutions Second ed., Hinderson E.(2016) Ice Melt , Sea Level rise and super storms : Evidence from Paleoclimate data climate modeling , and modern observation that global warming could be dangerous – Atmospheric chemistry and Physics , Phytromediation of toxic metals from soil and waste water, V.Hooda. In the last several years many foreign and Indian Authors have written valuable books on this topic. Besides books, Research Articles and Research work have also been produced in subject of the present paper. Indian Books and writers few Indian Authors from the discipline of Sociology , law have contributed in the field of Environmental Education and Sustainable Development in India. In the Journal of Indian Education NCERT , New Delhi, Mani Singh and P.K. Singh, Author of Challenges and Responsibilities of teaching in emerging India explain the matter of need of Environmental Education and Sustainable Development in India. “Environmental Education” author Dr. Shiv Kumar G.S. published July 10, 2020 Ed. I , In the book author has discussed about various aspects of Environment in order to highlight the dimension of the Environmental awareness, Environmental attitude.  

The importance of environment cannot be underestimated. Many anomalies are coming out as a result of environmental degradation, from health to climate change, due to which the problem of existence of life on this planet has arisen. Environmental pollution accounts for about 23 percent of the global disease burden, and outdoor air pollution alone accounts for 1.3 million deaths. Recently, particulate matter (PM) borne air pollution has been classified as a carcinogenic to humans by the International Agency for Research on Cancer (IARC) of WHO (2013). The report also predicts that there will be an increase in pollution-borne cancer cases and that the developing world will bear the brunt of the additional cases. India today is grappling with an alarmingly high incidence of cancer. Proper information and behaviour is essential for sustainable development. For example, smoke from home chulhas causes many serious problems which can be avoided by using low cost efficient chulhas. According to a WHO report, an estimated 4.3 million people died prematurely in 2012 from exposure to household air pollution caused by inefficient stoves. Of the 4.3 million people who die each year from household air pollution, 34% are caused by stroke, 26% by heart disease, 22% by chronic obstructive pulmonary disease (COPD), 12% by pneumonia, and 6% by lung disease. Africa, Asia and Latin America have high mortality rates due to household air pollution relative to their use.²

In addition to adverse health effects, particulate matter (CHD) and greenhouse gases such as carbon monoxide, carbon dioxide, methane absorb solar radiation in the atmosphere and warm it, a phenomenon known as global warming, which is associated with regional environmental disruption and glacier melting. Huh. Wind carries pollutants over long distances and deposits them on land or water. Pollutants have many effects on the environment depending on the chemical composition of their particles.

Loss of visibility, acidification of reservoirs and changing its nutrient balance, damage to forests and crops, and loss of ecosystem diversity are some of its major consequences. Climate change is the new reality of the times. Better health care to avoid the ill effects of climate change and the development of crops that can withstand extreme weather changes will require studies. Also, collaborative use of global expertise and resources will lead to better results. For all these purposes there will be a special need for environmental studies.³

Need for Environmental Education

A burning question is why environmental education? Was the environment not included or needed in earlier education? In fact, the era of separate environmental education has started only in the last 25 years and has become very important in the last decade.

Most of the environmental problems today are anthropogenic and due to negligence and lack of awareness. Educating the society about responsible behaviour towards the environment is the core of sustainable development. Education inspires us to adopt new behaviours and practices to secure our future through solutions to various problems. Experience shows that resourceful individuals or countries exploit resources out of luxury, while the poor do it out of compulsion and ignorance.

We are still not sensitive enough to this relatively new threat to the environment. One of the major reasons for such apathy is lack of proper education and apathy on environmental issues. We can reduce pollution and other problems by adopting green measures with proper education. Such issues can be included in the election manifesto for policy change. We know that the use of locally grown foods in place of imported foods reduces energy consumption because sometimes the food available in supermarkets is brought from far away. An estimated 30–40% of the food produced is never used. If we can reduce food wastage through rational use and better distribution management, we will be able to save 14% of green gas emissions by 2050.⁴

Despite these challenges, the future is full of possibilities. There is a world view that it is not safe to predict tomorrow based on existing technologies. Decisive improvements in clean electricity, synthetic fuels, energy storage, nuclear security and transportation could completely change the 'game plan'. Phytoremediation is emerging as a sustainable and inexpensive alternative to pollution control. Therefore, there is a need for more interdisciplinary research and teaching in environmental science.⁵

The basic aim of environmental education is to explain the human-environmental interrelationship and to discuss all the components that govern life on earth; it includes not only human life but also animals and plants.

The ecological cycle that is formed by the interrelationships of human, technological development and environment and it controls the entire activities and development. If there is a balance in them, then everything goes on at a normal pace, but for some reason, if there is a disturbance in them, then the nature of the environment starts getting distorted and its harmful effect is not only on the living world but also on the components of the environment.⁶

Presently this sequence is happening rapidly. In the race for industrial, technological, scientific, transport development, we had forgotten that these means would pollute the environment and become a cause of crisis for mankind and other living beings. Some time passed in exchange of ideas, arguments continued and environmental degradation increased.

Real consciousness emerged when this crisis became more in developed countries and they intensified their efforts in this direction, environmental consciousness and its dangers were raised on national and international matches.

With this, the idea of ​​'environmental education' also started gaining momentum, because before this environment was studied in different subjects in different environments. Now it is accepted by that entire environment should be made an integral part of education so that environmental consciousness can be awakened in the students from an early age.

Environmental education is needed because of the following reasons:

(i) To introduce the various components of the environment;
(ii) To give proper information about how the components of the environment interact with each other;
(iii) To impart knowledge of the effect of various components of the environment on human activities;
(iv) To give knowledge of the nature, causes and effects of environmental pollution;
(v) To highlight the role of individual and society in the prevention of environmental pollution;
(vi) To clarify the relationship between environment and health;
(vii) To inculcate environmental consciousness and develop awareness about the environment;
(viii) To create literature for environmental protection and management;
(ix) To arrange environmental research in various disciplines;
(x) To study the regional environmental problems and to present measures to solve them etc.

In short, environmental education is the means by which the right knowledge of the environment can be given from childhood, that is, consciousness can be awakened towards the environment, after that it is necessary to be given knowledge of the problems of the environment and their solutions and along with it. New technology should be developed in this direction through research work. All these works can be accomplished through environmental education.

Pattern of Environmental Education

In order to make environmental education effective, it is necessary to carefully select its subject matter from a scientific point of view. There should be a systematic inclusion of theoretical and practical aspects in the determination of its format and development in its subject matter is also necessary according to the level of education.⁷

The following are the summary of the suggestions made by the Indian Environmental Society on 'Environmental Education' in 1981:

I. The nature of environmental education should be helpful in the development of environmental policy and should reflect the relationship of human beings with the natural environment. Its study should develop the feeling in every person that he too is an integral part of the environment.
II. There should be coordination in environmental education at secondary level and university level and its study should develop environmental awareness among students.
III. Through this, knowledge of various concepts and principles of environment should be there.
IV. Guidelines (re-orientation) programme should be started for the teachers, doctors, engineers, planners, social workers, politicians, administrators currently engaged for environmental education.
V. At the university level, students should be made to study human-environment relations and they should be made to prepare reports on any aspect of the environment.
VI. Environmental awareness and training should be given to the students at every level.
VII. There should be an adjustment of environmental considerations in the process of integrated rural development.
VIII. Through this, knowledge should be made about the use, problems and solutions of local and regional environment.

The above instructions are just indications; they need to be developed completely. The nature of environmental education is basically being presented in the Indian environment because the circumstances of each country are different, although the basic form is the same.

Environmental education starts from early childhood, even pre-primary education. After 1975 and after 'Indian Council of Education Research and Training', in its various programs, various facts, themes etc. have been presented on environmental education.

In this sequence, environmental materials were included in various subjects of science. According to him, the use of science and scientific thinking should be developed in the child at the primary stage itself. The child should have adequate knowledge of cleanliness and health and should also have sufficient knowledge of how to avoid dirt.

At this time, if the child comes to know that he will not only remain separate from them throughout his life, but will also keep the environment of his family and society pure. After this, i.e. till middle school, knowledge should be given about resource conservation by familiarizing it with activities like nutrition, health, population, agriculture, industry, transport etc.

Teaching challenges

Although the teaching of environmental science is being made compulsory, there are many challenges which need to be addressed on priority. One such major challenge is the lack of dedicated teachers. Only good teachers can inculcate the right knowledge and passion in the students. Apart from this, inadequate teacher-student ratio in institutions also adversely affects the results. Class rooms and laboratories are needed for effective teaching of environmental science. The subject of Environment is taught as a compulsory subject for capacity building as a compulsory subject whose marks are not counted for grading. Hence it becomes a daily curricular activity. Another important issue is the allocation of funds. Funds are required to be allocated to the faculty for construction and maintenance of class rooms, laboratories and other facilities and for educational excursions etc. The visionary heads of the institutes can arrange adequate funds by understanding the importance of the subject, so that the teaching of environmental science can be done smoothly.⁸

Opportunities for new beginnings

Despite the fact that the education of environment is directly related to our existence and this subject has been adopted progressively in the curriculum of schools and colleges, but the care of environment is not becoming a part of our life. Therefore, the effort should not be limited to teaching environmental education to the students. Rather, efforts should be made to implement this education in life. Scientific approach makes our life simple and well organized, so education should not be burdensome and exam centric.⁹

Habits and skills that are learned at an early age become an integral part of their personality later on. These qualities also lead to better concentration, more self-confidence and observation ability in children. Therefore, it is very important to keep these things in mind while teaching. According to the famous Italian educationist Maria Montessori, the goal of children's education should be to instill in children a love for knowledge. It is necessary to inculcate in them the values ​​of a good citizen by creating awareness of a sensitive subject like environment in the little mind. Child minds are by nature a blank canvas. The understanding of the protection and cleanliness of the environment is possible through these sanskars.¹⁰

Environmental protection is a shared responsibility which can be ensured only through proper education. Sustainable development can be achieved only by educating the society about environmental awareness and responsible behaviour. Its education should be started from an early age because it is easy to inculcate good civic values in the child mind by creating awareness of the subject like environment. At the college level, students should be directly involved with the issues whereas at the university level, interdisciplinary research and engagement with social change is essential. It is imperative to include environmental education as a mainstream subject so that a system can be developed in which dedicated teachers and curious students can write a green history on the earth as this subject is related to the existence of entire humanity.

1. EEA, 2013- Air Pollution and Global Warming : History, Science, and Solutions, 2nd ed- 2. Henderson, E (2016). Ice melt, sea level rise and super storms: Evidence from paleoclimate data, climate modelling, and modern observations that global warming could be dangerous-Atmospheric Chemistry and Physics, 16, pp-3761–3812. 3. Hiç C, Pradhan P, Rybski D and Kropp J P (2016)- Food Surplus and Its Climate Burdens-Environ- Sci- Technol-, 2016. 4. Hooda V (2007)- Phytoremediation of toxic metals from soil and waste water- J Environ Biolo-28 (2), 367-76. 5. Mello-Farias, P.C.- Chaves, A.L.S. (2008). Biochemical and molecular aspects of toxic metalsphytoremediation using transgenic plants. In: Transgenic Approach in Plant Biochemistry andPhysiology, Tiznado-Hernandez, M.E.; Troncoso-Rojas, R.- RiveraDomínguez, M.A. (Ed.) 253-266, Research Signpost, Kerala, India. 6. Singh Mani and Singh P. K., 'Challenges and Responsibilities of Teaching in Emerging India',Journal of Indian Education, NCERT, New Delhi, Vol XLII (2). 7. Singh Mani, "Khel Khel Mein Vigyan", Prathmik Shikshak, NCERT, New Delhi, Vol 39, no 1,January (2015). PP: 34-40. 8. Ibid, p. 40 9. Singh Mani, Singh Gunjana and Mishra R.M., "Trend of Particulate Matter in the Ambient Air ofa Small City in India", The Indian Journal of Applied and Basic Research, Vol 1 (4): 70-76, (2016). . 10. WHO, (2002). WHO World Health Report. 2002. 11. Dr. Shiv Kumar G.S. “Environmental Education” Pub. July 10,2020 Ed.I.