In the industrial revolution 4.0, global media is powerful agent that can be used to develop an ideology that ecological devastation is necessary – hiding interconnections between environmental and socio-cultural problems. This article proposed eco-pedagogy is alternative educational approach that requires analysis of critical media, to determine ecological and social injustices that could be reversed to solve problems, as well as to promote democracy, more effective social movements, and assist in the political struggles of all people. Using the public sociology lens, this article explored how ecological issues constructed as public issue through eco-pedagogy within the processes of teaching and learning in high school sociology. This qualitative research supported by the content analysis technique. The sample includes the handbook of education for sustainable development in Indonesia, the Ministerial Regulation about implementation of the green-school or ‘Adiwiyata’ school, the development guidelines of environmental education content, and four documents curriculum of the high school sociology. This research found that the eco-pedagogues and their students must dialectically view socio-environmental devastation from the local and the global to understand complex socio-environmental oppressor/oppressed relationships. Among the most important findings is needed a model of teaching sociology that rooted on eco-pedagogy for developing students’ ecological intelligent.
eco-pedagogy, ecological issues, public sociology, secondary high school, teaching sociology