Desarrollar competencias para la evaluación participativa de la sostenibilidad y la emergencia climática mediante el diseño de itinerarios educativos
DOI
10.22550/2174-0909.4132
Abstract
In the context of the international climate emergency, it is essential to develop and research active and participatory learning initiatives in the university context that provide solutions based on environmental education for sustainability. This can be achieved through pedagogical approaches that integrate sustainability into the educational curriculum, with the aim of promoting the development of active, committed citizens. The main objective of this research is to promote the design of socio-educational pathways by groups of university students to help them learn to evaluate sustainability and climate emergencies in diverse contexts. The design of these paths should lead to active, participatory learning and the acquisition of competencies by the students. A mixed QUAL(quan) design was applied through a qualitative research workshop and a content analysis of the student-designed paths. The descriptive results show the profile and main characteristics of the paths designed. The qualitative analyses enabled the construction of comprehensive category systems and diagrams capable of explaining the relationships between the competencies developed and the proposals for improving sustainability on the university campus. The main conclusion is that designing environmental education paths plays a key role in helping groups of university students to learn about sustainability, to evaluate it and to come up with proposals for tackling the climate emergency on university campuses.
Financiación | Funding
Funded by the project entitled “Competences Assessment for Social Entrepreneurship and Sustainability-Blue (CASES-B)” (National Research Plan, Ref. No PID2020-114963RB-I00) and by the project entitled “Evaluación de la sostenibilidad social a través de itinerarios educativos en las ciudades [Evaluation of social sustainability through educational pathways in cities]” (University of Malaga Scientific Research, Transfer and Dissemination Plan. Code: B2-2023-14).
Referencias | References
Alcántara, J., & Medina, S. (2019). El uso de los itinerarios didácticos (SIG) en la educación ambiental [The use of educational itineraries (GIS) in environmental education]. Enseñanza de las Ciencias, 37(2), 173-188. https://doi.org/10.5565/rev/ensciencias.2258
Álvarez-Herrero, J. F. (2023). Urban itineraries with smartphones to promote an improvement in environmental awareness among secondary school students. International Journal of Environmental Research and Public Health, 20(3), 2009. https://doi.org/10.3390/ijerph20032009
Andrade, D. F. de, & Figueiredo, T. F. (2021). Metodologias ativas e participativas em uma disciplina de educação ambiental no ensino superior [Active and participatory methodologies in an environmental education subject in higher education]. Revista Brasileira de Educação Ambiental (RevBEA), 16(2), 123-142. https://doi.org/10.34024/revbea.2021.v16.11205
Baldwin, J. (2016). Sustainability education through active-learning in large lecture settings: Evaluation of four out-of-class exercises. European Journal of Educational Sciences, 3(4), 57-80. https://doi.org/10.19044/ejes.v3no4a57
Basulto, M., Núñez, J. P., & Parrado, O. L. (2017). Metodología para el diseño, ejecución y evaluación de itinerarios didácticos en el tratamiento de la educación ambiental [Methodology for the design, execution and evaluation of didactic itineraries in the treatment of environmental education]. Opuntia Brava, 9(4), 299-309.
Boulahrouz, M. (2021). Salidas de campo y educación para el desarrollo sostenible. Una propuesta para la participación juvenil usando el storytelling digital [Field trips and education for sustainable development. A proposal for youth participation using digital storytelling]. EDMETIC, Revista de Educación Mediática y TIC, 10(2), 184-201. https://doi.org/10.21071/edmetic.v10i2.13031
Bywater, K. (2014). Investigating the benefits of participatory action research for environmental education. Policy Futures in Education, 12(7), 920-932. https://doi.org/10.2304/ PFIE.2014.12.7.920
Campos, A. A., García-Gil, G., Aguilar, W., Vermont, M. R., & Oliva, Y. (2020). Diagnóstico ambiental participativo con jóvenes de una reserva ecológica municipal para el diseño de una propuesta de educación ambiental no formal [Participatory environmental assessment with teenagers from a municipal ecological reserve from the design of a proposed non- formal environmental education]. Acta Universitaria, 30, e2355. https://doi.org/10.15174/ AU.2020.2355
Carbonell-Alcocer, A., Romero-Luis, J., & Gertrudix, M. (2023). Metodologías y recursos educativos para fomentar la cultura ecológica y la concienciación climática en la escuela [Methodologies and educational resources to foster ecological culture and climate awareness at school]. Revista de Investigación Educativa, 41(1), 185-203. https://doi.org/10.6018/rie.520901
Cornish, F., Breton, N., Moreno-Tabarez, U., Delgado, J., Rua, M., Aikins, A. de-G., & Hodgetts, D. (2023). Participatory action research. Nature Reviews Methods Primers, 3, 34. https://doi.org/10.1038/s43586-023-00214-1
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage.
Díez-Gutiérrez, E. J., & Palomo-Cermeño, E. (2022). La formación universitaria del futuro profesorado: la necesidad de educar en el modelo del decrecimiento [University training for future teachers: The need to educate in the model of degrowth]. Revista Interuniversitaria de Formación del Profesorado, 36(2), 97. https://doi.org/10.47553/rifop.v98i36.2.91505
Dutta, D. (2022). Environmental education for climate justice: An Indian perspective. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1731
Erro-Garcés, A., & Alfaro-Tanco, J. A. (2020). Action research as a meta-methodology in the management field. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920917489
Fernández, G., & Ramos, A. (2015). Sustainability in tourism through environmental education applied to itineraries. Revista de Turismo: Studii si Cercetari in Turism, (19), 8-14. http://www.revistadeturism.ro/rdt/article/view/297
Fernández-Portela, J. (2017). La salida de campo como recurso didáctico para conocer el espacio geográfico: el caso de la ciudad de Valladolid y de Soria [Field trips as a didactic resource to learn about the geographic space: The case of the city of Valladolid and Soria]. Didáctica Geográfica, (18), 91-109.
Friend, R., Harrison, L., Poon, T., Doherty, B., & Thankappan, S. (2023). Participatory diagnosis of food systems fragility: Perspectives from Thailand. Frontiers in Sustainable Food Systems, 7, 989520. https://doi.org/10.3389/fsufs.2023.989520
Gallastegui, J., & Rojas, I. (2015). Paisaje, observación directa e itinerarios urbanos [Landscape, direct observation and urban itineraries]. Revista de Geografía Espacios, 5(9), 32-46. https://doi.org/10.25074/07197209.9.370
García-Hernández, J. S. (2020). El aprendizaje-servicio en la ciudad: un itinerario didáctico para trabajar las desigualdades socioespaciales urbanas [Service-learning in the city: A didactic itinerary to work on urban socio-spatial inequalities]. Biblio3W Revista Bibliográfica de Geografía y Ciencias Sociales, 25(1), 28620.
Griffin, M., Barona, J., & Gutiérrez, C.F. (2022). Strategies to increase sustainability awareness in higher education: Experiences from Abu Dhabi Women’s College. International Journal of Sustainable Development and Planning, 17(6), 1831-1838. https://doi.org/10.18280/ ijsdp.170617
Guimarães, M., & Meira, P. A. (2020). Há rota de fuga para alguns, ou somos todos vulneráveis? A radicalidade da crise e an educação ambiental [Is there an escape route for some or are we all vulnerable? The crisis radicality and environmental education]. Ensino, Saúde e Ambiente, 21-43. https://doi.org/10.22409/RESA2020.V0I0.A40331
Howlett, C., Ferreira, J.A., & Blomfield, J. (2016). Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach. International Journal of Sustainability in Higher Education, 17(3), 305-321.
Huttunen, S., Ojanen, M., Ott, A., & Saarikoski, H. (2022). What about citizens? A literature review of citizen engagement in sustainability transitions research. Energy Research & Social Science, 91, 102714. https://doi.org/10.1016/j.erss.2022.102714
Iglesias, L., Pardellas, M., & Gradaílle, R. (2020). Públicos invisibles, espacios educativos improbables: El proyecto “Descarboniza! Que non é pouco…” como educación para el cambio climático [Invisible audiences, unlikely educational spaces: The “Descarboniza! Que non é pouco...” project as education for climate change]. Pedagogía Social: Revista Interuniversitaria, (36), 81-93. https://doi.org/10.7179/PSRI_2020.36.05
Liceras, A. (2013). Didáctica del paisaje. Lo que es, lo que representa, cómo se vive [Didactics of the landscape. What it is, what it represents, how it is experienced]. Íber: didáctica de las ciencias sociales, geografía e historia, (43), 85-93.
Liceras, A. (2018). Los itinerarios didácticos en la enseñanza de la geografía. Reflexiones y propuestas acerca de su eficacia en educación [The didactic itineraries in the teaching of geography. Reflections and proposals about its effectiveness in education]. Revista UNES. Universidad, Escuela y Sociedad, (5), 66-81.
López, F., & Segura Serrano, J. A. (2013). Didactic itineraries: An interdisciplinary programme integrated in the curriculum. ESPIRAL. Cuadernos del Profesorado, 6(12), 15-31. https://ojs.ual.es/ojs/index.php/ESPIRAL/article/view/954
Martín-Jaime, J. J., Velasco-Martínez, L. C., Estrada-Vidal, L.I., & Tójar-Hurtado, J. C. (2022). Diseño de itinerarios educativos para evaluar la sostenibilidad en las ciudades [Design of educational itineraries to evaluate sustainability in cities]. In M. L. Gómez (Ed.), Ciudades circulares y viviendas saludables: régimen jurídico administrativo y proyección social [Circular cities and healthy housing: Administrative legal regime and social projection] (pp. 149-163). Dykinson.
Martínez-Hernández, C., Yuvero, C., & Robles, F. J. (2021). Itinerario didáctico multidisciplinar en Madrid: validación con maestros en formación [A multidisciplinary educational itinerary in Madrid: Validation with trainee teachers]. Revista electrónica de investigación educativa, 23, e22. https://doi.org/10.24320/redie.2021.23.e22.3483
Martínez-Valdivia, E., Pegalajar-Palomino, M. del C., & Burgos-García, A. (2023). Active methodologies and curricular sustainability in teacher training. International Journal of Sustainability in Higher Education, 24(6), 1364-1380.
Mayring, P. (2021). Qualitative content analysis: A step-by-step guide. Sage.
Medina, S., Arrebola, J. C., Mora, M., & López, J. A. (2016). Propuesta de itinerario interdisciplinar en la formación del profesorado de educación primaria en el ámbito de las ciencias sociales y experimentales [Proposed itinerary interdisciplinary teacher training of primary education in the field of social sciences and experimental]. Didáctica de las ciencias experimentales y sociales, (31), 79-98. https://doi.org/10.7203/DCES.31.8058
Miles, M. B., Huberman, M. A., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook. Sage.
Moncayo, C., Benitez, C. H., Quintero, V., González, C., Muñoz, C., & Benavides, M. (2023). Environmental risk management: A participatory diagnosis from a rural school in Colombia. Jamba, 15(1), a1510. https://doi.org/10.4102/jamba.v15i1.1510
Ortega-Chinchilla, M. J., Contreras-García, J., Bonilla-Martos, A. L., & Arroyo-Sánchez, D. J. (2023). Los itinerarios didácticos en el panorama científico español [Didactic itineraries in the Spanish scientific scene]. Revista UNES. Universidad, Escuela y Sociedad, (14), 26-40.
Pedrosa, B., Peña, P., & Pina, V. (2020). Development and diagnosis of a teaching experience using participatory methods: Towards an ecosystemic learning in higher education. Sustainability, 12(15), 5996. https://doi.org/10.3390/SU12155996
Reimers, F. (2024). Educating students for climate action: Distraction or higher-education capital? Daedalus, 153(2), 247-261. https://doi.org/10.1162/daed_a_02078
Thor, D., & Karlsudd, P. (2020). Teaching and fostering an active environmental awareness design, validation and planning for action-oriented environmental education. Sustainability, 12(8), 3209. https://doi.org/10.3390/SU12083209
Tójar-Hurtado, J. C., Martín-Jaime, J. J., & Velasco-Martínez, L. C. (2022). Metodologías participativas para el análisis de la realidad socioeducativa [Participatory methodologies for the analysis of socio-educational reality]. In L. M. del Águila, & J. M. de Oña (Eds.), Más allá de lo obligatorio: alternativas educativas en el grado de Educación Social [Beyond the compulsory: Educational alternatives in the degree of Social Education] (pp. 96-117). Dykinson.
Torres-Porras J., & Arrebola J.C. (2018). Construyendo la ciudad sostenible en el Grado de Educación Primaria [Building the sustainable city in Primary Education Degree]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 15(2), 2501. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2501
Tunison, S. (2023). Content analysis. In J. M. Okoko, S. Tunison, & K. D. Walker (Eds.), Varieties of qualitative research methods. Springer.
UNESCO (Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura). (2017). La UNESCO avanza la Agenda 2030 para el desarrollo sostenible [UNESCO moving forward the 2030 Agenda for sustainable development]. https://unesdoc.unesco.org/ark:/48223/pf0000247785_spa
Valverde-Fernández, F., Ramírez-García, A., Mora-Márquez, M., López-Fernández, J. A., Medina- Quintana, S., & Arrebola-Haro, J. C. (2018). Itinerarios interdisciplinares en el Grado de Educación Primaria [Interdisciplinar itineraries in primary school bachelor degree]. Revista de Innovación y Buenas Prácticas Docentes, 6, 69-75. https://doi.org/10.21071/ripadoc.v6i0.11080
Velasco-Martínez, L., & Tójar-Hurtado, J. C. (2022). Análisis de las competencias y conocimientos para la evaluación de la sostenibilidad urbana universitaria mediante itinerarios de educación ambiental [Analysis of skills and knowledge for the evaluation of university urban sustainability through environmental education itineraries]. In A. M. Porto, J. M. Muñoz, & C. I. Ocampo (Eds.), XX Congreso Internacional de Investigación Educativa: III Encuentro Internacional de Doctorandos/as e Investigadores/as Noveles de AIDIPE (pp. 96-117). Universidad de Santiago de Compostela. https://dx.doi.org/10.15304/9788419679543
Yu, C. Y., & Chiang, Y. C. (2017). Designing a climate-resilient environmental curriculum: A transdisciplinary challenge. Sustainability, 10(1), 77. https://doi.org/10.3390/SU10010077
Citación recomendada | Recommended citation
Velasco-Martínez, L. C., Martín-Jaime, J. J., & Tójar-Hurtado, J. C. (2025). Development of competencies for participatory evaluation of sustainability and climate emergencies through the design of educational pathways [Desarrollar competencias para la evaluación participativa de la sostenibilidad y la emergencia climática mediant el diseño de itinerarios educativos]. Revista Española de Pedagogía, 83(290), 63-82. https://doi.org/10.22550/2174-0909.4132
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Palabras clave | Keywords
Environmental education, transversal competencies, educational paths, active learning, urban sustainability, climate emergency, competency assessment, higher education.
