The escalating global environmental crisis, characterized by biodiversity loss, climate change, and accelerating ecological degradation, has intensified demands for educational systems to produce environmentally literate citizens capable of sustainable decision-making. Central to this imperative is the preparation of biology teachers who possess not only disciplinary expertise but also robust ecological-pedagogical competence—the capacity to facilitate learning that fosters holistic environmental perception, conservation awareness, and responsible natural resource stewardship among students. This review synthesizes contemporary research on the formation of ecological-pedagogical competence in university-based biology teacher preparation programs, with particular attention to the Kazakhstani higher education context. Drawing on mixed-methods empirical studies, curriculum analyses, and international comparative scholarship, this review examines: (1) the conceptual foundations and structural components of ecological-pedagogical competence; (2) the current state of environmental education integration in biology teacher training curricula; (3) student perceptions, self-assessments, and pedagogical preferences regarding ecological preparation; and (4) evidence-based recommendations for curriculum reform, innovative pedagogical strategies, and digital technology integration. The analysis reveals significant gaps between the theoretical importance of ecological-pedagogical competence and its practical implementation in teacher education programs. Students demonstrate increasing competence across academic progression yet consistently report insufficient ecological content integration, particularly at early stages of training. Active and interactive learning modalities—practical exercises, project-based learning, and field research—are strongly preferred over passive lecture formats. The review concludes with a comprehensive framework of seven strategic recommendations for transforming biology teacher education to meet twenty-first-century environmental challenges.