In this chapter, we explore the potential of ecological civilization (EC) (Nshēngtài wénmíng 生态文明) and Freirean ecopedagogies to transform environmental pedagogies (EPs) in Tanzania. We review the evolution of EPs in Tanzania from the postindependence era to the present including the newly introduced subject of geography and environment in the 2023 reviewed curriculum for primary education. We argue that this evolution cannot be detached from the evolution of the notion of d/Development (Misiaszek, Educ Philos Theory 55:1253–1267, 2022). Thus, we analyze a significant shift in the notion of d/Development from socialism (1960s to early 1980s) to capitalism (mid-1980s) which introduced neoliberal policies of privatization, cost sharing, capital accumulation, and democratization in Tanzania. This analysis enables us to understand how current EPs in Tanzania are shaped by neoliberal forces which reinforce socioenvironmental injustices as reflected in key national policy documents. We then analyze how the Chinese concept of EC and Freirean ecopedagogies can transform EPs in Tanzania into ones capable of disrupting these market forces (e.g., neocolonialism and xenophobia). Such analysis enables us to assess the opportunities and challenges of adopting the two in Tanzania while reviving Nyerere’s philosophy of education and development. Thus, this handbook’s chapter provides insights into the Tanzanian context in relation to EPs and offers an update on their status. The arguments in this handbook’s chapter reinvigorate the debate of EPs in Tanzania and elsewhere and offer recommendations on how to integrate EC and Freirean ecopedagogy in Tanzania.