This paper explores how environmental education through ecological art can help students develop creativity, critical thinking, and an arts-informed notion of being a citizen of the world. In illustrating the importance of uncovering the relationship between environmental education and ecological art, the paper examines how this may be used to promote intellectual development, inspiration, and a greater consciousness about social and environmental issues. Through a discussion of examples of classroom projects and processes that integrate art into the curriculum, the paper examines how teachers can use the work of ecological artists to help students learn to ask questions and examine contextual information about ecological art, which are argued to be essential for engagement and motivation. The paper also discusses how infusing ecological art into environmental education can help individuals develop a greater sense of connection with nature both within and beyond the classroom setting.

This paper presents a phenomenological case study on ecological artist Lynne Hull by investigating the connections between ecological art, nature, and education. The research examines Hull's ‘positive gesture towards the Earth’ as conceptualized in her work of creating habitats for wildlife (Hull, 2004, para 1). It illustrates how she seeks to inspire changes in human behaviour through her artwork in addition to developing action steps based on her works. Through an examination of Hull's work, the researcher explores how ecological art can inspire environmental education by presenting innovative ways of thinking about existing concepts. The paper discusses how educators can incorporate inquiries about ecological art into the school curriculum. Furthermore, it considers ways in which educators can adopt Hull's art‐making processes and integrate these into the curriculum. It argues that educators can help students to interact with these artworks and develop their own creative processes in a meaningful way that involves art, aesthetics, and nature – all of which may raise students' consciousness about the environment in themselves and others. Ultimately, appreciating the elements of nature and their connection to the aesthetic can become a vehicle for raising awareness about broader

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Murals are particularly visually captivating forms of public art due to their size and accessibility. Mural images also capture public attention and provoke viewers to explore layers of meaning and find hidden stories. They are often in places that people come to visit, study, play, congregate and discuss matters that may relate to the content of the mural. To this end, murals can be effective tools for helping communities think about their environmental issues. This article discusses the Mystic River mural project in Somerville, Massachusetts, USA. It addresses how the local art councils, mural artists, local students, community members and non‐profit organisations collaborated to carry out this ongoing mural project. The purpose of this research is to examine how Mystic River eco‐murals were created, what challenges and benefits the eco‐murals provided, how local social concerns were represented through the eco‐murals, how eco‐murals can continue to promote environmental awareness and inspire youth about their community and the local environment, and how the mural can continue to reflect or affect the meaning of the place. This process can serve as an example for other communities that seek to address their environmental concerns through public art.