General model of Ecocivilisation applied to Education
What can education mean in the context of the ecological transition? – We can divide it into formal and non-formal, and knowledge into theoretical and practical. However, what combination of these types and other factors is needed for education to truly serve the ecological transition?
This is a highly complex question, as all the mentioned terms – education, ecological transition, types of education – are very broad and interconnected on numerous levels.
In very simple terms, education can be defined as the process of acquiring knowledge and skills. This way, we can focus and ask: What knowledge and skills are necessary for the ecological transition? A common answer would be: digital skills, managerial or leadership skills “for the future,” or something more pragmatic, like various engineering and technological development skills in a given sector.
However, what the “Ecocivilisation” movement highlights are questions that go beyond specific skills and knowledge – the focus is on what is inherently human: emotions, values, and relationships that must be cultivated so that the development of knowledge and skills is directed toward the prosperity and well-being of the global community – an Ecocivilisation.
Specifically, the Ecocivilisation movement presents a model of five fields through which every aspect of human existence can be evaluated – including education in the service of ecologically sustainable transition – with the goal of adapting them to achieve Ecocivilisation.
These are: society, beings, consciousness, relationships, and land. Their interconnectedness allows us to contextualise the meaning of a subject by considering its long-term impact on our collective prosperity.
In this way, Ecocivilisation can be understood as a purpose-led movement. We first ask why, and then how to act in accordance with the answer to that why, which is channelled through the five fields.
Through a brief analysis of the five fields of Ecocivilisation in the context of education, we can understand education not just as a process of receiving information, but as one that shapes the world on many levels.
1. Society – Education for ecological transition must strengthen collective responsibility (especially compulsory formal education). We do not learn to succeed individually, but to improve the community we live in – and in doing so, help ourselves. A society with collective awareness, responsibility, and trust helps the individual reach their full potential, which is in service of the community (not just self-interest).
2. Beings – Understanding the interdependence of all living beings teaches us empathy and respect. This implies education that does not place humans above nature, but within nature (as part of it).
3. Consciousness – Education must encourage critical thinking, self-reflection, motivation, and the need for moral reasoning. In this way, we become aware of the broader context and the impact of our actions – not only asking What?, but also Why? and How? when making decisions that shape ourselves and the world around us.
4. Relationships – The emphasis is on nurturing interpersonal relationships through cooperation, co-creation, waste-free communication, and joint problem-solving. Encouraging collaboration and dialogue instead of competition builds prosperity. The same applies to the relationship between humans and nature – education should foster symbiosis and cooperation in both human and environmental relations.
5. Land – Education should take into account the place where the individual is located – geographically, historically, and culturally. The individual must become aware of the natural resources the Earth provides and treat them responsibly and with respect. This way, we link knowledge to a specific place – for example: the soil that feeds us, the places we live in, or the ecosystems we disrupt or protect. Learning about the land reminds us that we are not above nature but live in symbiosis with it – and that any sustainable transition is impossible without connecting with local resources, the ancestral knowledge of that region, and a sense of responsibility toward the place that shaped us.
Through the symbiosis of these five fields, we can fundamentally understand the purpose of education in the context of co-creating Ecocivilisation and contextualise its role in both personal and societal development.
Education is not merely a tool for employment or career building – it is a means of shaping a fairer and more sustainable future, ecologically, socially, and economically. But only if we critically assess it (and all other social elements), ask the adequate questions (first why and for whom, then what), and are guided by its purpose in creating a global Ecocivilisation.
Ilustration’s source: ecocivilisation.earth
June 25, 2025, Novi Sad, Serbia, Ecocivilisation Serbia