Education for Sustainable Development in Ecuador: Curricular Integration in Basic General Education
DOI:
https://doi.org/10.56200/mried.v4i10.8918Keywords:
Sustainable education, curricular integration, teacher training, interdisciplinary approachAbstract
Education for sustainable development in Ecuador faces deficiencies due to the lack of effective and systematic implementation in the current educational curriculum. The objective of this research was to analyze the deficiency in integrating education for sustainable development into the Basic General Education curriculum in Ecuador. The study, with a descriptive hermeneutic qualitative approach, included semi-structured interviews with 11 teachers from Quito to explore their experiences in implementing education for sustainable development, analyzing the results using a thematic and interpretive approach. Teachers identified barriers such as lack of training and resources but implement strategies like problem-based learning, highlighting the need for training and institutional support. It is concluded that a real interdisciplinary approach is necessary for the effective integration of education for sustainable development, allowing teachers to collaborate to significantly connect disciplines and foster comprehensive learning.
Downloads
Metrics
References
Galarraga Triana, E. N., Padial Ruz, R., De La Cruz Campos, J. C., & Garza González, K. J. (2023). Necesidad de capacitación de los docentes de educación física bajacalifornianos (Need for training of physical education teachers from baja california). Retos, 49, 835-844. https://doi.org/10.47197/retos.v49.96672 DOI: https://doi.org/10.47197/retos.v49.96672
González Alba, B., Cortés González, P., & Leite Méndez, A. (2021). Una Experiencia de Aprendizaje por Proyectos Cooperativos. Visiones Docentes y Discentes. Revista Latinoamericana de Educación Inclusiva, 15(2), 191-206. https://doi.org/10.4067/S0718-73782021000200191 DOI: https://doi.org/10.4067/S0718-73782021000200191
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 DOI: https://doi.org/10.3390/su14084481
Guardeño, M., & Monsalve Lorente, L. (2023). Desarrollo curricular de Educación para el Desarrollo Sostenible en España, Finlandia e Irlanda. Revista Iberoamericana de Investigación en Educación, 7. https://doi.org/10.58663/riied.vi7.131 DOI: https://doi.org/10.58663/riied.vi7.131
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 DOI: https://doi.org/10.3390/su151511479
Kalla, M., Jerowsky, M., Howes, B., & Borda, A. (2022). Expanding Formal School Curricula to Foster Action Competence in Sustainable Development: A Proposed Free-Choice Project-Based Learning Curriculum. Sustainability, 14(23), 16315. https://doi.org/10.3390/su142316315 DOI: https://doi.org/10.3390/su142316315
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
Posso-Pacheco, R. J., Cóndor-Chicaiza, M. G., Cóndor-Chicaiza, J. D. R., Paz-Viteri, B. S., Giráldez, V. A., Rodríguez, A. S., & Bravo, N. A. O. (2024). Analysis of discursive patterns for curricular contextualization. Environment and Social Psychology, 9(6). https://doi.org/10.54517/esp.v9i6.2133 DOI: https://doi.org/10.54517/esp.v9i6.2133
Quirke, P. (2021). Sustainable Leadership in a Post Pandemic HE World. 2021 Sustainable Leadership and Academic Excellence International Conference (SLAE), 1-6. https://doi.org/10.1109/SLAE54202.2021.9686903 DOI: https://doi.org/10.1109/SLAE54202.2021.9686903
Romero Rueda, P. E., & Garzón Lenis, D. A. (2023). Fortalezas y desafios en la articulación del curriculo por competencias y las metodologias activas. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 9284-9297. https://doi.org/10.37811/cl_rcm.v7i2.6032 DOI: https://doi.org/10.37811/cl_rcm.v7i2.6032
Tovar, R. (2023). PROYECTO ACADÉMICO PROPUESTA DE CURSO DE CAPACITACIÓN DOCENTE EN ESTRATEGIAS INCLUSIVAS. Revista Holón, 1(3), 1-15. https://revistas.up.ac.pa/index.php/holon/article/view/3889/3284
Van Doorsselaere, J. (2021). Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools. Sustainability, 13(4), 1857. https://doi.org/10.3390/su13041857 DOI: https://doi.org/10.3390/su13041857
Yu, Y., Appiah, D., Zulu, B., & Adu-Poku, K. A. (2024). Integrating Rural Development, Education, and Management: Challenges and Strategies. Sustainability, 16(15), 6474. https://doi.org/10.3390/su16156474 DOI: https://doi.org/10.3390/su16156474
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 DOI: https://doi.org/10.3390/su14063398
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rebeca Edith Jiménez Espinosa, Narcisa Azucena Heras Calle, Carmen Isabel Cambisaca Cajamarca, Edinson Joffre Guaraca Paucar, Efrén Mesías Palacios Zumba
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
+593987341121 Email: rjposso@revistamentor.ec
