ABSTRACT
This chapter focuses on how the various nature-based pedagogical and curricular initiatives, as discussed in the second chapter, can be adopted on a pan-global basis by weaving ecology and the environment within the pedagogical practices of mainstream educational institutions in the post-COVID-19 era, not as a momentary solution to pandemics in the near future but as a usual long-term intersectional framework of habitual teaching and learning. As examples, the chapter discusses how the indigenous eco-friendly educational practices like the Green School System, the Sarang School system, the Barefoot College project, Tagore’s experimental pedagogies, Nai Taleem, the Students’ Educational and Cultural Movement of Ladakh, the Green Belt Movement, and the kaupapa Māori education system have been assisting or have the potential to help different communities around the world to counter the pandemic of COVID-19 effectively.
