Ecological justice, characterized by intergenerational justice, multispecies justice, and cosmopolitanism, represents the future vision and value orientation of global educational development. Currently, global ecological education is shifting towards “social equity,” yet it faces the challenge of “shallow environmental education.” As a theoretical and practical model under the framework of “deep ecology,” ecopedagogy has emerged as the latest trend in international ecological education. Ecopedagogy originates from the processes of globalization and draws from theoretical sources such as neoliberalism, media culture theory, sustainable development, ecological racism, and ecofeminism. Its core stance is to understand the struggle and connection between human environmental violence and social violence, and to urge researchers to “read the world” as well as “read the word.” Ecopedagogy is characterized by its critical, dialectical, international, systemic, transformative, and action-oriented theoretical traits, which foster ecological civilization education’s ethical, social, and political dimensions, and highlight the pedagogical stance in the ecological education process. Moreover, ecopedagogy serves as a crucial pathway for constructing a democratic, diverse, and sustainable environment, with primary practical approaches including the implementation of critical global citizenship education, the development of critical place-based pedagogy, the enhancement of students’ environmental literacy, and the creation of democratized learning spaces.