RECENTLY, Guru Nanak Dev University, Amritsar, introduced environmental studies as a compulsory subject at the undergraduate level, including professional and technical courses. The step, however, was long overdue. About a decade ago, Panjab University, Chandigarh, had introduced the subject at the undergraduate level under a general Supreme Court directive and at the behest of the University Grants Commission. However, its approach over the years has been lackluster and ineffective, failing to achieve the desired goal. For two years, no examination was conducted. Even today, teaching and learning is listless, for the students have to get through a multiple-choice paper of 50 marks any year during their three-year degree course, which they treat as an easy affair. In many colleges, teachers of arts, social sciences and commerce, who hardly have an in-depth comprehension of environmental studies, are teaching the subject. Today, the menace of environmental degradation is staring us in our faces. To grapple with this problem has been the concern of mankind the world over. International conventions have been held for the last more than three decades on climate change, global warming, ozone depletion, etc., and the dangers they pose to mankind. The fact that the Indian environmentalist and Chairman of the Intergovernmental Panel on Climate Change, R.K. Pachauri, who has been jointly awarded the 2007 Nobel Peace Prize, is an evidence of the significance the world attaches to this burning issue. In his Nobel lecture, delivered on December 10, 2007, Pachauri warned: "Neglect in protecting our heritage of natural resources could prove extremely harmful for the human race and for all species that share common space on planet earth. Indeed, there are many lessons in human history which provide adequate warning about the chaos and destruction that could take place if we remain guilty of myopic indifference to the progressive erosion and decline of nature's resources.' There can't be two opinions that for a country like India trying to overcome the demons of population explosion, poverty and disease, energy production and conservation, insanitation and pollution, etc., education about these issues and those of climate change and environment is of vital importance. Whereas study of other subjects is mainly based on rote cramming, study of environment is related to our day-to-day life and can be experience based, interactive and action-oriented. Three main objectives of this type of study should be to create environmental and health awareness among students, carry out awareness-cum-action programmes and promote community participation in these programmes. Under this perspective, this study can constitute a unique educational experience. The topics of study should relate to the learner's home, neighborhood, community, region, national and global environment. These should include conservation of water and energy, use of solar energy, hazards of TV, computer, refrigerator, air conditioner and other gadgetry in our homes, pollution caused by plastics, polythene, paints, emulsions, etc., and the depletion of ozone layer due to the use of chemicals (perfumes, room fresheners, shaving foams, etc.) containing chlorofluorocarbons. The study of neighborhood environment should include sanitation, knowledge about eco-friendly plants and trees and their protection from pollutants of various kinds, and ways to eradicate congress grass. In community environment, stress should be laid on the teaching of population control, air, water and soil contamination, ailments prevalent in the area in different weather conditions and ways to prevent and cure these, pollution caused by smoke and gases emanating from vehicles and factories and noise pollution and its detrimental effects. To bring about general environmental awareness, colleges should organise activities like seminars, symposia, exhibitions, lectures by specialists, declamations, debates, quizzes, charts and poster-making contests on environmental issues, etc. Visits to slums and colonies, factories discharging dangerous effluents and emanating harmful gases, hills being recklessly denuded and mined should also be arranged. Above all, such a study should be supplemented with field and project work. Students should be asked to undertake project work on environmental issues individually or in groups and then write a project report, to which marks should be allotted. Let environmental studies turn from a stereotyped drudgery into an interesting rewarding and meaningful education.