Environmental challenges are not only scientific and technological problems. They are also ethical, civic and educational questions concerning responsibility, justice, human action and the conditions of shared life. This article presents an interim stage of an ongoing doctoral study investigating the potential of teachers of philosophy and civic education to act as agents of ecological reflection in Bulgarian secondary schools. It combines a documentary analysis of the current Bulgarian curricula with preliminary descriptive findings from an anonymous online teacher survey and sets out the protocol for a subsequent qualitative interview phase. The curriculum analysis uses GreenComp as a heuristic comparative lens and examines explicit environmental content, interpretive openings and potential for pedagogical innovation across compulsory philosophy education in grades VIII-X, compulsory civic education in grades XI-XII, and profiled philosophy education in grades XI-XII. It identifies a structural contrast: ecological reflection is predominantly implicit in the compulsory trajectory, while it is philosophically more explicit in the profiled trajectory but reaches a narrower group of pupils. The current data export contains 92 submissions recorded between 29 March and 3 June 2026. The principal interim analytic subgroup consists of 84 respondents who explicitly identify as teaching philosophy and/or civic education. Of these, 76 report integrating ecological themes regularly or sometimes, 61 rate philosophy and civic education as highly appropriate spaces for such themes, and 57 rate highly the potential of teachers in these disciplines to support colleagues in related work. Responsibility towards future generations is the most frequently selected theme. A supplementary open question, introduced in early May 2026 following field exposure to school STEM initiatives, generated exploratory proposals for interdisciplinary lessons on ecological ethics, pollution, technologies, climate justice and future generations. The findings do not establish national representativeness or confirm the research proposition. They provide preliminary empirical grounds for examining how teachers interpret curricular openings, what constraints they encounter, and what forms of pedagogical and institutional support may enable ecological reflection to become a more deliberate part of philosophy and civic education.