Beyond Greenwashing: A Critical Analysis of Environmental Education in India’s National Education Policy 2020
Author : Dr. Mohammad Irshad Hussain
Abstract :
The National Education Policy (NEP) 2020 of India explicitly mandates the integration of environmental awareness and sensitivity throughout the educational continuum. This paper conducts a rigorous critical analysis of the NEP's framework for Environmental Education (EE), moving beyond a descriptive summary to interrogate its underlying philosophy, operational feasibility, and potential to foster transformative ecological citizenship. Through a qualitative content analysis of the NEP 2020 policy document, supplemented by a review of subsequent foundational curricula frameworks, this research argues that while the NEP represents a significant discursive advancement by mainstreaming EE, its approach risks remaining symbolic and cognitively focused. The analysis identifies three central tensions:
- The juxtaposition of a perceived "global citizenship" ethos promoting sustainability against a concurrent nationalist emphasis on economic growth and development;
- The gap between the interdisciplinary ambition of EE and its likely implementation within a siloed, assessment-driven system; and
- The challenge of transitioning from awareness-based pedagogy to action-oriented, experiential learning.
The paper concludes that without explicit pedagogical guidance, substantial teacher preparation, and a critical reconceptualization of the human-nature relationship within curricula, the NEP's environmental vision may culminate in "greenwashing" the education system rather than catalyzing the deep, behavioral, and structural change necessary to address India’s profound ecological crises.
Keywords :
Environmental Education, NEP 2020, Ecological Citizenship, Sustainability Education, Curriculum Policy, India.
