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The imminent environmental challenges faced by our planet have placed greater emphasis on the need for environmental education, particularly in shaping the ethical perspectives of future generations. Environmental ethics focuses on the moral relationship between humans and the natural environment, encouraging a deep understanding of how human actions impact ecosystems and the wider biosphere. The integration of “environmental ethics” into “teacher education” is increasingly recognized as an important approach to fostering responsible and environmentally conscious individuals. As educators play a crucial role in shaping students' values and behavior, it is imperative to ensure that they are equipped with the necessary tools to address environmental issues through an ethical lens. While there has been a lot of research done on environmental education, the specific incorporation of environmental ethics in teacher education remains under-researched. Much of the existing research focuses on content-based environmental education, but little addresses the ethical dimensions that shape teachers' pedagogical approaches to sustainability and environmental responsibility. This research gap highlights the need for a comprehensive bibliographic review that explores current trends and best practices for integrating environmental ethics into teacher training programs. Through a bibliographic review based on the keywords ‘Environmental Ethics’ and ‘Education’ in the Scopus database, this study bridges the gap of the intersection between environmental ethics and teacher education. We used inclusion and exclusion criteria of ‘original article, article in English’ ‘open access’, and the suitability of abstract and full text’, resulting in 54 manuscript documents for analysis. The study synthesized findings from previous research, providing insights into how ethical considerations are incorporated into educational curricula, teacher training models, and pedagogical frameworks. The findings provide actionable insights for educators and policymakers in designing teacher education programs that not only imprint environmental knowledge but also foster an ethical mindset in prospective teachers. This study has limitations, as the dynamic nature of the field of environmental ethics and education is constantly evolving. In addition, variations in educational practices across countries may make it difficult to generalize the findings globally. Future research suggests empirical studies that evaluate the application of environmental ethics in teacher education, longitudinal studies to assess long-term impacts, and comparative research that takes into account cultural and regional variations. Interdisciplinary approaches and technology utilization are also proposed as future research directions to enrich the learning of environmental ethics in teacher education.