The paper initially highlights the main principles and methods of environmental
education and the opportunities and challenges it offers to a fragmentary curriculum structure with special reference to science curricula in Malta. The results of a survey about teachers'
attitudes about environmental education are then analysed in relation to the possibility of
promoting environmental education as a cross-curricular unifying theme. The paper proposes
specific guidelines for the development of science curricula that are both interdisciplinary and
socially relevant.peer-reviewe
