Más allá del aula: formación docente y sostenibilidad
DOI
https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2025.v7.i1.1302Info
Authors
- IRIS ABIGAIL PLATA IZQUIERDO (ES) DOCTORANDA
- Paola Ruiz-Bernardo (ES) Área Didáctica y Organización Escolar del Departamento de Educación.Castellón de la Plana. España.
Abstract
Abstract: ducation is a crucial factor in developing environmental awareness and achieving the Sustainable Development Goals (SDGs). In this context, teacher training is essential, as their work contributes to the development of the sustainability competency framework proposed by the European Union (Bianchi et al., 2022). Therefore, understanding the ecological footprint of different stakeholders in education, their ecological footprint profiles, and the relationship between this impact and the various stages of teacher training is of great importance.
The proposed methodology is mixed, incorporating both quantitative and qualitative approaches. The sample consists of four groups related to teaching. For the quantitative analysis, we used descriptive studies, mean difference tests, and cluster analysis (profiles). For the qualitative analysis, we conducted a content analysis based on emerging categories.
The results indicate that there are minor differences among the studied groups. Three ecological footprint profiles were identified, with differences observed in characteristics such as place of residence and basic knowledge of sustainability, encompassing not only climate-related aspects but also economic and social dimensions. While these differences are not statistically significant, notable variations were found in teaching experience levels and participation in voluntary activities.
These findings suggest that continuous training plays a fundamental role in fostering sustainability awareness. Although significant progress has been made in teacher training programs, there is still room for further improvement.
In conclusion, we observe a shift in environmental and sustainability awareness among high school students and graduates with teaching degrees, with the latter demonstrating a higher level of awareness.
Keywords
Downloads
License
Copyright (c) 2025 IRIS ABIGAIL PLATA IZQUIERDO, Paola Ruiz-Bernardo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who are published in this journal agree to the following terms:
- Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Acknowledgement License allowing third parties to share the paper as long as its author and its first publication in this journal are indicated.
- Authors may adopt other non-exclusive licensing arrangements for the distribution of the published version of the work (e.g. deposit in an institutional telematic archive) provided that the initial publication in this journal is indicated.
- Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) once the manuscript has been accepted, which can lead to interesting exchanges and increase citations of the published work. (See The Open Access Effect)
References
Asociación para la Defensa de la Naturaleza WWF/ADENA. (2022a). Entramos en números rojos: Necesitamos los recursos naturales de 2,8 planetas para satisfacer las demandas de España. WWF España. https://www.wwf.es/?60680/Entramos-en-numeros-rojos-necesitamos-los-recursos-naturales-de-28-planetas-para-satisfacer-las-demandas-de-Espana
Asociación para la Defensa de la Naturaleza WWF/ADENA. (2022b). Informe Planeta Vivo: Huella ecológica. WWF España. https://www.wwf.es/nuestro_trabajo/informe_planeta_vivo_ip
Bianchi, G., Pisiotis, U., & Cabrera Giraldez, M. (2022). GreenComp: El marco europeo de competencias sobre sostenibilidad. M. Bacigalupo & Y. Punie, (Eds.), EUR 30955 ES, Oficina de Publicaciones de la Unión Europea. https://doi.org/10.2760/094757
Cendrero Uceda, A. (1997). Indicadores de desarrollo sostenible para la toma de decisiones. Naturzale, 12, 5–25. http://www.eusko-ikaskuntza.eus/PDFAnlt/naturzale/12/12005025.pdf
Country Trends. (2022). Ecological footprint (number of Earths). Global Footprint Network. https://data.footprintnetwork.org/#/
CRUE. (2002). Calidad ambiental y desarrollo sostenible en la universidad: Directrices para su introducción en el currículo universitario. Conferencia de Rectores de Universidades Españolas. https://www.crue.org/wp-content/uploads/2020/02/Directrices_Sosteniblidad_Crue2012.pdf
CRUE. (2005). Directrices para la introducción de la sostenibilidad en el currículum universitario. Plenaria de CADEP. https://www.crue.org/wp-content/uploads/2020/02/Directrices_Sosteniblidad_Crue2012.pdf
Fundación Vida Sostenible. (2022). Análisis y perfiles de huella ecológica 2018–2021: España, México, Colombia, Estados Unidos y Argentina. https://www.vidasostenible.org/wp-content/uploads/2024/01/Analisis_perfiles_huella_ecologica_2018-2021_DEF.pdf
Geli, A. (2002). Introducción: Universidad, sostenibilidad y ambientalización curricular. En M. G. Junyent, M. Junyent, A. Geli, & E. Arbat (Eds.), Ambientalización curricular de los estudios superiores (Tomo I, pp. 11–18). Universitat de Girona, Servicio de Publicaciones.
Global Footprint Network. (2023). National Footprint and Biocapacity Accounts. https://data.footprintnetwork.org/#/
Global Footprint Network. (s.f.). Calculadora de huella ecológica. https://www.footprintcalculator.org/home/es
Instituto Nacional de Estadística (INE). (2021). Indicadores de la Agenda 2030 para el Desarrollo Sostenible. https://www.ine.es/dyngs/ODS/es/index.htm
Instituto Nacional de Estadística (INE). (2024). Grado de importancia 2. https://ine.es/ods/publicacion_ods_2024.pdf
McCowan, T. (2019). Higher education for and beyond the Sustainable Development Goals. Palgrave Macmillan.
Ministerio de Educación, Formación Profesional y Deportes. (2022). GreenComp: El marco europeo de competencias sobre sostenibilidad. https://www.educacionyfp.gob.es/mc/sgctie/comunicacion/blo
Ministerio de Universidades. (2021). Real Decreto 822/2021, de 28 de septiembre. Boletín Oficial del Estado, 233, 29 de septiembre de 2021. https://www.boe.es/boe/dias/2021/09/29/pdfs/BOE-A-2021-15.pdf
Organización de las Naciones Unidas. (2015). La Asamblea General adopta la Agenda 2030 para el Desarrollo Sostenible. https://www.un.org/sustainabledevelopment/es/2015/09/la-asamblea-general-adopta-la-agenda-2030-para-el-desarrollo-sostenible/
Organización de las Naciones Unidas. (2022). Objetivos de desarrollo sostenible. https://www.un.org/sustainabledevelopment/es/objetivos-de-desarrollo-sostenible/
Puentes-Ramírez, E., Hidalgo-Guerrero, A., Ortiz-Bernal, Y., & Betancourt-Quiroga, C. (2020). Indicadores de sostenibilidad social y su relación con el concepto de capital social. Revista de Arquitectura (Bogotá), 23(1), 97–104. https://doi.org/10.14718/RevArq.2021.3072
Ruiz-Bernardo, P., Montañez Cruz, C., Mateu Pérez, R., & Rambla, J. L. (2024). Sostenibilización de la docencia: Estrategia para incorporar los ODS en la educación universitaria. En Educación e innovación al servicio de la mejora del conocimiento (pp. 711–729). Aula Magna–McGraw-Hill Interamericana.
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000247444
UNESCO. (2022). Más allá de los límites: Nuevas formas de reinventar la educación superior. Documento de trabajo para la Conferencia Mundial de Educación Superior, 18–20 de mayo de 2022. https://unesdoc.unesco.org/ark:/48223/pf0000389912_spa