The concept of geopedagogy represents a novel synthesis of critical geography, spatial thinking, and pedagogical practices, aimed at a profound examination of place and environment. It delves into the geographical origins, situatedness, and transmission of ecological knowledges, philosophies, and cosmopolitan visions. As a cornerstone for nurturing an ecological civilization, geopedagogies are rooted in the ethical mandates of sustainability, regeneration, equity, and the flourishing of all life forms, both human and nonhuman. The urgency of addressing mounting ecological crises—such as climate change, biodiversity loss, soil degradation, ocean acidification, and toxic contamination—highlights the devastating impact of modern industrial civilization on global and regional ecological systems. The transition to an ecological civilization necessitates not only technical and policy adjustments but also a profound transformation of values, worldviews, and epistemologies. This chapter posits that the development of pedagogies capable of fostering ecological literacy, ethics, and agency is imperative for driving civilizational change. Geopedagogies acknowledge the spatially contingent nature of knowledge systems and cosmologies, and their influence on human-environment relations. Traditional Western educational paradigms, influenced by capitalism and colonialism, have perpetuated a narrative of human dominance, framing nature as a mere resource for economic exploitation. This extractive and dominating paradigm, underpinned by fossil fuel-based energy systems, has precipitated widespread socio-ecological harm. In contrast, many Indigenous and traditional knowledge systems embody a relational and reciprocal engagement with place, emphasizing respect, responsibility, and restraint in human interactions with the natural world. Place-engaged learning is a pivotal aspect of geopedagogies, which assert that a deep understanding of our ecological interdependence and the cultivation of an ethic of care require an intimate knowledge of the places we inhabit, including their natural histories, seasonal cycles, ecological networks, and narratives of transformation. Experiential and field-based educational methods are essential to geopedagogies, as they immerse learners in direct sensory experiences, encouraging them to interpret landscapes, observe ecological patterns and processes, and forge affective bonds with their environments. This chapter further explores the connections between geopedagogies and the Chinese concept of ecological civilization, examining how these educational approaches can contribute to the sustainability of the Belt and Road Initiative (BRI) and the broader goal of achieving an ecological civilization. In the sections “Geopedagogies, BRI Sustainability and Ecological Civilization,” “Geopedagogies for Ecological Civilization,” and “Geopedagogies of Ecological Civilization,” we delineate the main elements of geopedagogical practice. We argue for the integration of geopedagogies into the BRI to ensure that its development trajectory aligns with the principles of ecological civilization, thereby promoting a more sustainable and equitable global future.