The age of climate crisis is upon us, whether we accept it or not. Besides affecting the ecosphere that is earth, it affects all levels of society, including education. Therefore, this study poses the questions “How are different ecocritical perspectives presented in Where the Crawdads Sing?” and “Why and how should an ecocritical reading of Where the Crawdads Sing be used in the Swedish upper secondary school’s English curriculum to introduce wild pedagogies and foster a deeper understanding of ecological issues among students?”. The study analyses the novel Where the Crawdads Sing by Delia Owens from an ecocritical perspective and discusses how such an analysis can be used to implement wild pedagogies in English courses in Swedish upper secondary school. This study mainly utilises Glotfelty’s, Fromm’s and Garrard’s perspectives of ecocriticism, but focus is placed on the ecocentric perspective to highlight the importance of nature. The findings show that an ecocritical close reading of the novel illustrates an ecocentric characterisation of nature which places it in the forefront of the narrative and underscores the importance of the relationship between nature and humanity. Furthermore, this ecocentric characterisation may be a valuable resource when trying to implement wild pedagogies in education based on its transferability from fiction to real life. In this study, only a few perspectives of ecocriticism have been utilised and the implementation of wild pedagogies is merely touched upon. Therefore, more research is encouraged to explore other aspects of ecocriticism and to further understand how an effective implementation of wild pedagogies could transpire.