This chapter explores the potential of ecopedagogy to enhance China’s Ecological Civilization Education (ECE) through participatory learning. ECE has evolved in China as a localized response to the global Education for Sustainable Development (ESD) agenda, aiming to integrate ecological literacy within basic education. However, ECE often adopts a top-down, instrumental approach focused on behavioral outcomes, lacking the emphasis on critical engagement and student agency. This chapter introduces ecopedagogy, grounded in critical pedagogy, as a framework that could promote ecological literacy and transformative learning in the Chinese primary education context. By utilizing a participatory learning project as a case study—the “Campus Eco-Friendly Vertical Planting”—implemented in a Chinese primary school, this chapter illustrates how participatory approaches can create meaningful opportunities for learners to actively engage with environmental initiatives. The analysis highlights how ecopedagogical practices can enrich ECE, moving beyond prescriptive content delivery to nurture student agency and ecological consciousness. Finally, the chapter discusses the challenges and opportunities of integrating ecopedagogy-based ESD into China’s ECE, focusing on teacher motivation, professional development, and educational policies. It calls for an exploration of the possibilities offered by ecopedagogy to foster a more dynamic and transformative form of ESD in China.