Abstract: Amidst the dual challenges of the global ecological crisis and rising mental health issues among children and adolescents,Ecological Civilization Education (ECE),as a key practice within China's “Five-Sphere Integrated Plan” strategy,is evolving from knowledge-based instruction towards quality-oriented education. This shift positions ECE as a potential pathway for promoting the psychological well-being of youth. Theoretically,psychology-based ECE can be understood through dual perspectives:nature interaction and individual development. From the nature interaction perspective,the Biophilia Hypothesis,Stress Reduction Theory,and Attention Restoration Theory collectively substantiate the mental health benefits fostered by connection with nature. From the individual development perspective,Cognitive Development Theory,Sociocultural Theory,and Psychosocial Development Theory emphasize the co-development of ecological cognition,ecological values,and ecological self-identity. In practice,its operative pathways manifest through cultivating systems thinking at the cognitive level,internalizing nature empathy at the affective level,and shaping pro-environmental habits at the behavioral level.According to this,the present study advocates an ECE intervention framework based on collaborative efforts among families,schools,and communities. Families establish emotional bonds through nature experiences,schools integrate ecological and mental health education via systematic curricula,and communities strengthen behavioral transformation through practical projects. This framework aims to achieve mutually reinforcing development of children and adolescents' ecological civilization literacy and psychological health,thereby providing theoretical underpinnings and practical guidance for an ECE model with Chinese characteristics.

Key words: children and adolescents, ecological civilization education, mental health