Abstract
This study, aiming to address environmental, ecological, and eco-literacy within the paradigms of multiple intelligences or multiple literacies on a relational-contextual level and with a comprehensive interdisciplinary approach, reveals a problematic situation concerning the insufficient adoption of these literacies in educational environments. The aim of this research is to contribute to the development of the above mentioned literacies, create social awareness for their widespread implementation in educational environments, and facilitate sustainable development and pedagogical well being. The study deals with a critical discourse analysis concerning the historical background of these concepts in the literature, relying on a plethora of data obtained from the literature. The methodology of the study conducted in line with this purpose includes a combination of mixed, theoretical, conceptual, documentary, phenomenological, and qualitative methods based on complementary and interdisciplinary assessments. These methodological postulates envision an integrated approach to addressing the concepts of environmental literacy, ecological literacy, and eco-literacy.
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