Environmental Education as a Social Right: A Qualitative Review of Environmental Citizenship and Biodiversity Conservation

Abstract

Environmental education has traditionally focused on ecological knowledge, environmental awareness, and pro-environmental behaviour. However, biodiversity loss, environmental justice, and the recognition of environmental rights have broadened its social and civic significance. This article analyzes the relationships between environmental education as a social right, environmental citizenship, and biodiversity conservation through a qualitative documentary review of scientific literature published up to 2023. Peer-reviewed studies and academic publications addressing environmental education, rights, citizenship, participation, justice, and biodiversity conservation were examined through thematic content analysis. Findings reveal a shift from knowledge transmission and individual behavioural change toward approaches emphasizing socio-ecological literacy, agency, participation, collective responsibility, and environmental citizenship. Environmental knowledge alone does not necessarily generate conservation action; its transformative potential depends on connections with nature, locally meaningful experiences, opportunities for participation, and capacities for individual and collective action. Although environmental education is not universally recognized as an autonomous human right, the literature supports its interpretation as an enabling dimension for exercising interconnected educational and environmental rights. Biodiversity conservation thus emerges as a collective socio-ecological responsibility, with environmental education contributing to the knowledge, agency, ethical responsibility, and participatory capacities required for meaningful environmental citizenship, while connecting human rights, social participation, and ecological integrity.