This paper examines the environment not as a scientific subject matter, but as a teaching process which includes social and cultural elements. The purpose of this study was to investigate the teaching methods, curriculum planning needs and how we shape hands-on the subject; what information and lessons we provide. Research data indicate ways how to improve these issues and provides answers to the questions: Why is environmental education important? How do curriculum and methods of teaching help in the quality of knowledge? How are we (professors) preparing our students to live in this new century? The findings showed a considerably low level of environmental knowledge among all the investigated students. The study is based on the analysis of questionnaires about students’ perception and beliefs.
The paper is divided into two parts. Part I outlines the key issues related to the understanding of “the importance of environmental education reform”. Part II analyzes teaching, learning approaches, conclusions and recommendations.