Wu MCHI-CHANG LIU2022-04-252022-04-25202120711050https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118212427&doi=10.3390%2fsu132111735&partnerID=40&md5=fd8f62a8f04e3fb700643bef2db0bcbchttps://scholars.lib.ntu.edu.tw/handle/123456789/606052With the promotion of the term “ecological civilization” by the Chinese government, ecological civilization education (ECE) has gradually become popular in China. However, the concept of ECE remains unclear. In this commentary, we construct three triple-property models considering theories from environmental education (EE) to interpret ECE’s goals, program design perspectives, and learning outcomes. We suggest that the content of ECE can be replaced with the concept of EE, and that the three models implicit in EE can be utilized to establish an integrated landscape of ECE or EE per se. ? 2021 by the authors. Licensee MDPI, Basel, Switzerland.Ecological civilization educationEducational goalsEnvironmental educationLearning outcomesProgram design perspectivescivilizationconceptual frameworkdata interpretationdesignenvironmental educationperceptionChina[SDGs]SDG2[SDGs]SDG4[SDGs]SDG12[SDGs]SDG13[SDGs]SDG14[SDGs]SDG15journal article10.3390/su1321117352-s2.0-85118212427