He divided their environments into different levels. First, he described the microsystem as the closest system that will have the greatest influence on them. School and home fall into this system. For example, parents' and teachers' views on sustainability will influence how a child reacts to it. Children's interactions with parents, teachers, and peers will also influence how they are treated in turn (Bronfenbrenner, 1994). Clearly this is why greening education is important and, in doing so, education creates critical thinkers. The potential benefits for eco-literate youth are that they can begin to negotiate and act on their own goals, values ​​and feelings, rather than those they have uncritically acquired from others (Mezirow, 2000). Through student-led participation, children demonstrate that they should be treated as solutions and vital stakeholders in the fight for their sustainable future. Second, there are the exosystem that includes schools and the community, and the macrosystem that includes the larger society, such as national customs and political philosophy. Decisions made within these systems influence them, although they have no say in the decision-making process (Bronfenbrenner, 1994). This shows clear signs of why ecological approaches to environmental sustainability are being hampered. The decisions in this regard