Insertion of sustainable development in curricular areas innovative educational strategies
DOI:
https://doi.org/10.56200/mried.v4i10.9033Keywords:
education for sustainable development, teachers' perceptions, teacher training, educational resources, interdisciplinary approachAbstract
Education for sustainable development (ESD) is fundamental in Ecuador to train students as agents of change, addressing environmental and social challenges through the school curriculum. The objective of this research was to explore teachers' perceptions of ESD integration. The study was non-experimental quantitative, applying a structured questionnaire survey to 65 Natural Sciences teachers from 33 private schools in Quito, using both closed and open questions to capture their perceptions. Teachers valued the importance of ESD, but there is a lack of training and resources; strategies such as the interdisciplinary approach were applied unevenly due to insufficient resources and support. It is concluded that continuous teacher training, adequate resources, and institutional support are essential to effectively implement ESD, which will ensure meaningful sustainability learning in the Ecuadorian context.
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Copyright (c) 2025 Gladys Marlene Jami Alomoto, Lidia Marisol Tercero Chillagana, Silvia Guadalupe Vélez Monrroy, Edinson Joffre Guaraca Paucar, Susana Matilde Villalta Villalta
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