Abstract
It can be said that in Turkey as well as in a lot of countries environmental education has come out with the concept of global warming. Because the impact of the environmental problems increased on the world together with the global warming, countries focused their own educational and political policies on the solution of environmental problems. The aim of this study is to examine the environmental education policies of such countries in detail Fiji, Papua New Guinea, India, Greece and Turkey. For this reason environmental education policies of the countries that form the sample are translated into Turkish, the common factors affecting the environmental education are found out by being read over and over again. In this sense common and uncommon features which are effective in countries' environmental education are tried to be explained with the help of analysis of the meaning of statements and descriptive analysis. The results of these evaluations show that environmental policies of Turkey and Greece have more similar characteristics. It is understood that there are differences between Turkey and the other countries that form the sample in terms of environmental education policy. In brief, it is concluded that the most similar country to the environmental policy of Turkey is Greece, whereas the most different one is Papua New Guinea.
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