Sustainability assessment in Colombian educational institutions

Case studies

Datos Bibliográficos

ID3166371
AutoresDanilo Tovar Mora (0000-0003-0531-6437, Universidad de Granada), María De Fátima Poza Vilches (0000-0001-6186-9306, Universidad de Granada), Yolanda Ladino Ospina (0000-0002-8820-1354, Universidad Pedagógica Nacional)
Año2022
Volumen25
Fecha de publicación2022-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAmbiente & sociedade (JOURNAL)
Identificadores de la revistaISSN: 1414-753X • E-ISSN: 1809-4422
EditorialFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1809-4422asoc20210080r1oa
OpenAlexW4312958756
IdiomaEN
Referencias citadas13

The evaluation of processes and impacts of the inclusion of sustainability in the curriculum of three educational institutions in Colombia, the object of this study, enable us to know normative and pedagogical processes around environmental education and the diligent transition to education for sustainability. At the methodological level, descriptive exploratory research is presented, focused on a group of selected institutions, characterized by converging for the same normative, ethical, social and environmental educational purpose. All of these institutions are pedagogically different in implementing the School Environmental Project (PRAE, in Spanish). Findings obtained show different environmental-pedagogical models in selected institutions due to their approach, strategy, and processes. It is noted, though, that most teachers are well-aligned in their preferences for addressing education for sustainability

Curriculum · Environmental education · Exploratory research · Normative · Pedagogy · Political science · Social science · Sociology · Sustainability · Environmental and sustainability education · Environmental Education and Sustainability · Higher Education and Sustainability · Ecology