This study explores how preservice social studies teachers conceive ecological citizenship and evaluates a curriculum-embedded ecological citizenship model intended to cultivate environmentally responsible citizens. Employing a grounded theory approach, data were gathered through semi-structured interviews and documentary analysis, with concurrent coding and comparative analysis guiding model development. Participants articulated ecological consciousness as the core category, supported by related themes of a liveable world, a beacon of hope, future generations’ welfare and holistic perspectives on nature. The resultant model identifies families and schools as joint stewards of ecological citizenship, beginning with foundational environmental education at home and extending into targeted social studies activities. The refined ecological citizenship model elucidates how its components – rights, justice, responsibility and participation – progressively foster environmental action and tangible improvements. The study concludes with recommendations for embedding ecological citizenship within teacher education and, school curricula, offering guidance on assessment strategies such as reflective journals and pre–post evaluations to monitor both behavioural and ecological outcomes. This concise framework provides conceptual clarity and actionable guidance for educators and curriculum designers.