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.
Xuan Zhou (Mon,) studied this question.
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