Considering that the school enlightens and at the same time blurs the ecological problem, where the modernist approach to ecology burdens the students with new information, unavailable in practice, this paper expresses the effort and the search for the environmentalization of social consciousness among young people. On one side there is the family and the environment of those who study, and on the other side are the institutions for education and upbringing. These two sides differ in both form and content. Hence, according to the author, sustainable development is permanently reduced to a legal transition towards an unstable state, instead of growing into a scientific management of the ecosystem.

In times of great technological changes and increased environmental problems, modern schools are not able to take on themselves the responsibility for education and upbringing of students. Sustainable development raises quantitative and qualitative questions about the future of humanity and of each person individually. The return to nature is the return of man to himself. Knowledge of the evaluation of everyday life and environmental education has existed for more than twenty years. During that time, environmental and political conditions have changed, as well as the expectations of those engaged in educational research.

That is why eco-education should find its place in educational institutions, but this thought is often followed by doubt: is the school the right place for it? What is labeled as eco-education in schools is multifaceted, but also arbitrary. The only thing everyone agrees on is that our society needs enlightened, responsible and active people who will take care of maintaining the foundations of life. What is missing is the thought of how to make such a thing happen. Are environmental contents in teaching sufficient? Is just developing attitudes enough? With ecological upbringing and education, we encourage children to pay attention to the environment and the factors that condition it.