Education for Sustainable Development in Ecuador: Perceptions in Teaching Practices
DOI:
https://doi.org/10.56200/mried.v3i9.8641Keywords:
Environment, , teacher training, , sustainability, climate, educationAbstract
The Education for Sustainable Development in Ecuador faces challenges in effective implementation, including the lack of adequate teacher training. The objective of this research was to analyze Ecuadorian teachers' perceptions of Education for Sustainable Development. A hermeneutic-descriptive qualitative approach, based on expert-validated interviews, was used to explore teachers' perceptions of ESD in an educational institution in Quito. Variability in the understanding of ESD, predominant traditional methods, barriers such as lack of training, and opportunities in inter-institutional collaboration were identified. It was concluded that there are disparities in the implementation of ESD. Uniform teacher training and collaborative strategies are required to overcome barriers and improve sustainable educational practices.
Downloads
References
Ahmad, N., Toro-Troconis, M., Ibahrine, M., Armour, R., Tait, V., Reedy, K., Malevicius, R., Dale, V., Tasler, N., & Inzolia, Y. (2023). CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design. Sustainability, 15(23), 16460. https://doi.org/10.3390/su152316460
Granados-Sánchez, J. (2022). Levels of Transformation in Sustainable Curricula: The Case of Geography Education. Sustainability, 14(8), 4481. https://doi.org/10.3390/su14084481
Hamwy, N., Bruder, J., Sellami, A., & Romanowski, M. H. (2023). Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar. Sustainability, 15(15), 11479. https://doi.org/10.3390/su151511479
Hu, Y., Jing, X., & Yang, Y. (2022). Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study. Sustainability, 14(21), 13847. https://doi.org/10.3390/su142113847
João, P., Sá, P., Henriques, M. H., & Rodrigues, A. V. (2022). Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents. Sustainability, 14(9), 5651. https://doi.org/10.3390/su14095651
Lavrinoviča, B. (2021). Transdisciplinary Learning: From Transversal Skills to Sustainable Development. Acta Paedagogica Vilnensia, 47, 93-107. https://doi.org/10.15388/ActPaed.2021.47.7
Martin-Lozano, F., García-Fariña, A., & Jiménez Jiménez, F. (2024). Aprendizaje cooperativo y entrenamiento en suspensión en Educación Secundaria: Incidencia en las necesidades psicológicas básicas (Cooperative learning and suspension training in Secondary Education: Incidence in the basic psychological needs). Retos, 53, 554-562. https://doi.org/10.47197/retos.v53.101117
Ministerio de Educación. (2021). Currículo Priorizado con énfasis en competencias. Ministerio de Educación. https://educacion.gob.ec/wp-content/uploads/downloads/2021/12/Curriculo-priorizado-con-enfasis-en-CC-CM-CD-CS_Elemental.pdf
Núñez-Sánchez, S., & Valente, M. J. (2023). Sustainable Development Goals and Climate Change in Spanish Technology Disciplines’ Curricula: From LOMCE to LOMLOE. Sustainability, 15(13), 10301. https://doi.org/10.3390/su151310301
Pandita, A., & Kiran, R. (2023). The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction. Sustainability, 15(10), 7923. https://doi.org/10.3390/su15107923
Posso Pacheco, R. J. (2022). Transformación social del bienestar humano: Una reflexión de la práctica deportiva. MENTOR revista de investigación educativa y deportiva, 1(3), 238-246. https://doi.org/10.56200/mried.v1i3.4755
Posso-Pacheco, R. J., Zambrano-Aguilar, C. M., Cornejo-Urbina, R. M., Chimba-Santillán, S. Y., & Chimbay-Vallejo, N. M. (2024a). Educational Strategies for Pandemic Prevention and Preparedness: Lessons from COVID-19 for the Future. Salud, Ciencia y Tecnología, 4, 652. https://doi.org/10.56294/saludcyt2024652
Posso-Pacheco, R. J., Zambrano-Aguilar, C. M., Cornejo-Urbina, R. M., Chimba-Santillán, S. Y., & Chimbay-Vallejo, N. M. (2024b). Educational Strategies for Pandemic Prevention and Preparedness: Lessons from COVID-19 for the Future. Salud, Ciencia y Tecnología, 4, 652. https://doi.org/10.56294/saludcyt2024652
Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula. Sustainability, 14(6), 3398. https://doi.org/10.3390/su14063398
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Guadalupe del Consuelo Tituaña Aman, Sonia Marlene López Zambrano, Diana Patricia Gaibor Vinueza, Frecia Liliana Carrera Navarrete, Jessica Elina Jurado de la Cruz
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
