Environmental education (EE) is a process that aims to develop a citizenry that is aware of, concerned about, and actively involved in addressing environmental issues. It seeks to foster a harmonious relationship between humans and nature.

Objectives of Environmental Education: Based on international declarations (e.g., Tbilisi Declaration, 1977), the key objectives of EE are:

1. Awareness: To help individuals and social groups acquire an awareness of and sensitivity to the total environment and its allied problems.
2. Knowledge: To help individuals and social groups gain a variety of experiences in, and acquire a basic understanding of, the environment and its associated problems.
3. Attitudes: To help individuals and social groups acquire a set of values and feelings of concern for the environment, and the motivation for actively participating in environmental improvement and protection.
4. Skills: To help individuals and social groups acquire the skills for identifying and solving environmental problems.
5. Participation: To provide individuals and social groups with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.
6. Evaluation Ability: To help individuals and social groups evaluate environmental measures and education programs in terms of ecological, political, economic, social, aesthetic, and educational factors.

Principles of Environmental Education:

1. Holistic and Interdisciplinary: EE should consider the environment in its totality (natural and built, technological and social) and integrate knowledge from various disciplines (science, social science, arts).
2. Lifelong Learning: It should be a continuous, lifelong process, beginning at the pre-school level and continuing through all formal and non-formal stages.
3. Local to Global Perspective: EE should examine major environmental issues from local, national, regional, and international points of view, so that students receive insights into environmental conditions in other geographical areas.
4. Critical Thinking and Problem-Solving: It should focus on current and potential environmental situations, emphasizing the complexity of environmental problems and the need for critical thinking, problem-solving, and decision-making skills.
5. Action-Oriented: EE should enable learners to play a role in planning their own learning experiences and provide them with opportunities to make decisions and accept their consequences.
6. Future-Oriented: It should relate environmental sensitivity, knowledge, problem-solving skills, and values to environmental realities and future development.

Basic Concerns of Formal and Non-Formal Environmental Education in India:

Formal Environmental Education (within the structured education system - schools, colleges, universities):

1. Curriculum Integration: A major concern is the effective integration of EE into existing curricula across all subjects, rather than treating it as an isolated topic. Often, it's a standalone subject or a chapter, limiting its interdisciplinary potential.
2. Teacher Training: Many teachers lack adequate training, resources, and confidence to effectively teach environmental concepts. There's a need for continuous professional development programs.
3. Examination-Oriented Approach: The emphasis on rote learning and examinations often overshadows the practical, experiential, and action-oriented aspects of EE.
4. Resource Availability: Lack of appropriate teaching materials, field trip opportunities, and laboratory facilities hinders effective EE delivery.
5. Relevance to Local Context: Curricula sometimes fail to address local environmental issues and solutions, making the content less relatable and impactful for students.
6. Lack of Practical Exposure: Limited opportunities for hands-on activities, field visits, and community projects reduce the effectiveness of learning.

Non-Formal Environmental Education (outside the structured system - NGOs, community groups, media, government campaigns):

1. Reaching Diverse Audiences: A significant challenge is reaching marginalized communities, rural populations, and those with limited access to formal education, who are often most directly affected by environmental degradation.
2. Funding and Sustainability: Non-formal initiatives often rely on project-based funding, leading to issues of long-term sustainability and continuity of programs.
3. Quality Control and Impact Assessment: Ensuring the quality and effectiveness of diverse non-formal programs, and accurately assessing their long-term impact, can be challenging.
4. Community Participation: While aiming for community involvement, achieving genuine and sustained participation from local communities can be difficult due to socio-economic barriers, lack of awareness, or competing priorities.
5. Addressing Local Environmental Issues: Non-formal EE needs to be highly contextualized to address specific local environmental problems (e.g., water scarcity, waste management, deforestation) and empower communities to find local solutions.
6. Coordination and Collaboration: Lack of coordination among various government agencies, NGOs, and community groups can lead to fragmented efforts and duplication of work.

In India, both formal and non-formal EE are crucial for addressing the country's vast and complex environmental challenges. Overcoming these concerns requires a concerted effort from policymakers, educators, civil society, and communities to create a more environmentally literate and responsible society.