This article addresses the fabrication of the eco-certified citizen, an ideal--rather than real--citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student's (future citizen's) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s' curricula--a combination of traditional family values and democratic involvement in the local society.