Exploration of Teaching Reform for Cultivating Eco-literacy Among Higher Education Students Based on Ecofeminism

Abstract

Ecological education serves as the foundation for constructing an ecological culture system. With the gradual deepening and advancement of ecological education concepts, the limitations of traditional eco-literacy cultivation models in higher education have become increasingly apparent. Ecofeminism, which reveals the intrinsic connection between gender equality and ecological sustainability, offers a new perspective for fostering eco-literacy in higher education. Against this backdrop, this paper adopts ecofeminism as its theoretical framework and grounds its analysis in the gender-blind spots and challenges prevalent in current eco-literacy cultivation practices in higher education. By examining imbalances in faculty structure, curriculum design, teaching methodologies, and evaluation mechanisms, the study explores the development of an eco-literacy cultivation model from an intersectional perspective. Integrating ecofeminism into ecological education aims to equip students with a holistic vision of ecological civilization, thereby providing a theoretical foundation for cultivating interdisciplinary ecological talents in the new era.