He divided their environments into different levels. First, he described the microsystem as the closest system and the one that will have the most influence on them. School and home come under this system. For example, parents' and teachers' views on sustainability will influence how the child responds to it. Additionally, children's interactions with their parents, teachers, and peers will affect how they are treated in return (Bronfenbrenner, 1994). This is clearly why it is important to green education, and in doing so, education creates critical thinkers. The potential benefits for young people who possess ecological knowledge are that they can begin to negotiate and act according to their own goals, values, and feelings, rather than those they have uncritically acquired from others (Mezirow, 2000). Through learner-centered participation, children show that they should be treated as solutions and essential players in the fight for their sustainable future. Second, there is the exosystem which includes schools and the community, and the macrosystem which includes the broader society, such as national customs and political philosophy. Decisions made within these systems affect them, even if they have no say in the decision-making process (Bronfenbrenner, 1994). This unequivocally shows why ecological approaches to environmental sustainability are hampered. Decisions regarding