Decolonizing environmental education: celebrating epistemological diversity through integrating traditional ecological knowledge and scientific knowledge in Oman.

This article examines how traditional ecological knowledge (TEK) is represented—or largely marginalized—in Oman's 2012 Environmental Education Policy issued by the Ministry of Education. It identifies a dominant emphasis on scientism and Western scientific knowledge within the policy, which sidelines TEK despite its deep cultural significance and ecological insights in Oman. The analysis highlights the influence of globalization and modernization as ideological forces that contribute to this marginalization, framing TEK as incompatible with progress and global economic demands. However, the article argues for a pluriversal approach that integrates both TEK and scientific knowledge, promoting a more inclusive, culturally relevant, and ecoculturally sustainable environmental education. Such integration is presented as essential for decolonizing education, preserving Omani cultural identity, and fostering holistic understandings of human–environment relationships.