The subject of environmental science (ES) was introduced into Bhutanese schools to educate students about sustainable environmental conservation. This study aims to answer the research question: What are the impacts of studying ES on Bhutanese students for environmental sustainability? The study employed mixed methods to draw data from interviews with six principals, 14 teachers and 189 students, and surveys with 14 teachers and 563 students from six secondary schools. Participants indicated the development of students’ Gross National Happiness value of sustainable environmental and socioeconomic development. However, an anthropocentric perspective appeared to be dominant among participants, suggesting a need to develop ecocentric worldviews to support sustainability. Most students noted their changed behaviours, development of optimism, stewardship and agency towards ecological sustainability from studying ES. To prepare students to take action to address sustainability issues, teachers could leverage students’ optimism, agency and stewardship through action-oriented approaches to teaching ES.

环境科学（ES）科目被引入不丹学校，以教育学生可持续环境保护。本研究旨在回答以下研究问题：学习 ES 对不丹学生的环境可持续性有何影响？该研究采用混合方法，对六所中学的六名校长、14名教师和189名学生进行了访谈，并对六所中学的14名教师和563名学生进行了调查。参与者指出了学生国民幸福总值可持续环境和社会经济发展的价值。然而，以人类为中心的观点似乎在参与者中占主导地位，这表明需要发展以生态为中心的世界观以支持可持续性。大多数学生指出，通过学习 ES，他们的行为发生了变化，乐观情绪、管理能力和对生态可持续发展的能动性得到了发展。为了让学生做好准备采取行动解决可持续发展问题，教师可以通过以行动为导向的 ES 教学方法，充分发挥学生的乐观精神、能动性和管理能力。