<p>Environmental education is essential for addressing environmental degradation, a pressing global concern. It forms the foundation for sustainable environment and the long-term survival of our planet. In Ethiopia, environmental issues are also a major concern, which led to the integration of environmental education into the formal education system beginning in 1994. This study aims to evaluate the extent to which Environmental Education topics, teaching approaches, activities, and review exercises in the Grade 9 Geography textbook, teacher's guide, and syllabus contribute to promoting students' capabilities for sustainable environmental management. The study is supported by constructivist theory and employs a quantitative research approach, using a descriptive research design with purposive sampling. Data were collected through a checklist used to examine the documents. The findings revealed a positive integration of environmental education content in the textbook. Most teaching approaches focused on education "about" the environment, while education "in" the environment was limited, and education "for" the environment was entirely absent. Additionally, activities and review exercises mainly aimed to develop students’ knowledge and skills with minimal emphasis on practical engagement. The results suggest that while the Grade 9 Geography textbook, teacher's guide, and syllabus incorporate environmental education to some extent, they fall short in providing teaching approaches and activities that engage students in practical environmental management. To address these gaps, the study recommends enhancing teaching and learning methods by incorporating education about, in and for the environment in balanced way. It also emphasizes the need for activities and exercises that encourage practical environmental involvement, thereby better preparing students for sustainable environmental management in Ethiopian schools.</p>