ATTITUDES AND BEHAVIORS OF TEACHERS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT

Authors

DOI:

https://doi.org/10.26754/ojs_reitt/eitt.2025611854

Keywords:

Sustainable development, basic education, educational personnel, teacher attitude, teaching method

Abstract

Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE), recognizes the importance of addressing sustainable development in accordance with the provisions of the Agenda 2030. Thus, Education for Sustainable Development and global citizenship must be incorporated into the educational plans, projects and programs of all non-university education, including the knowledge, skills, values and attitudes that all people need to live a fruitful life, making informed decisions and taking an active role in facing and solving the problems common to global citizens. The general objective of this research is to analyze those practical, attitudinal and behavioral aspects that teachers use in their classrooms related to sustainable development. To do this, a questionnaire is designed to collect information related to the treatment of transversal content in class, such as equality, the environment, peace education, group work in the elaboration of pacts and alliances, etc., combining closed and open questions that offer the opportunity to develop and learn about educational practices in the work of these values. Likewise, a correlation is made of the information obtained based on the stage in which teaching is taught and the years of teaching experience. The collection of information from the applied questionnaire has made it possible to know and determine a good score in relation to the attitudes and behaviors of the teachers, which translates into the good predisposition of the teachers towards the work of sustainable development in their classrooms. 

 

Downloads

Download data is not yet available.

Author Biographies

References

Álvarez, O., Sureda, J. y Comas, R. (2018). Evaluación de las competencias ambientales del profesorado de primaria en formación inicial: estudio de caso. Enseñanza de las Ciencias, 36, 117-141. https://doi.org/10.5565/rev/ensciencias.2338. DOI: https://doi.org/10.5565/rev/ensciencias.2338

Aznar, P. y Ull, A. (2009). La formación de competencias básicas para el desarrollo sostenible: el papel de la Universidad. Revista de Educación, 1, 219–237.

Aznar, P., Ull, M.A, Piñero, A. y Martínez-Agut, M.P. (2017). La evaluación de la formación de formadores. Un catalizador en el proceso de cambio curricular hacia la sostenibilidad. Revista Iberoamericana de Educación, 73, 225-252 https://doi.org/10.35362/rie730300 DOI: https://doi.org/10.35362/rie730300

Aznar, P., Ull, M.A, Piñero, A. y Martínez-Agut, M.P. y Mondragón, A. (2013). Autodiagnóstico de la Inclusión de la Sostenibilidad en las Actividades Docentes del Profesorado Universitario. Grupo de investigación sostenibilidad y educación superior. Universitat de València. https://www.uv.es/evomobile/Recursos/Autodiagnostico_Profesorado.pdf

Barth, M. y Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, 26(1), 28-36. https://doi.org/10.1016/j.jclepro.2011.12.011. DOI: https://doi.org/10.1016/j.jclepro.2011.12.011

Bonil, J., Calafell, G., Granados Sánchez, J., Junyent, M. y Tarin, R. M. (2012). Un Modelo formativo para avanzar en la ambientalización curricular. Profesorado: Revista de currículum y formación del profesorado, 16, 145-163. http://www.ugr.es/local/recfpro/rev162ART8.pdf

Cebrián, G. y Junyent, M. (2014). Competencias profesionales en Educación para la Sostenibilidad: un estudio exploratorio de la visión de futuros maestros. Enseñanza de las Ciencias, 32, 29-49. https://doi.org/10.5565/rev/ensciencias.877. DOI: https://doi.org/10.5565/rev/ensciencias.877

Cebrián, G. y Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability, 7, 2768-2786.

https://doi.org/10.3390/su7032768 DOI: https://doi.org/10.3390/su7032768

Cebrián, G., Grace, M. & Humphris, D. (2015). Academic staff engagement in education for sustainable development. Journal of Cleaner Production, 106, 79-86. https://doi.org/10.1016/j.jclepro.2014.12.010. DOI: https://doi.org/10.1016/j.jclepro.2014.12.010

Christie, B. A., Miller, K. K., Cooke, R. & White, J. G. (2013). Environmental sustainability in higher education: how do academics teach? Environmental Education Research, 19, 385-414. https://doi.org/10.1080/13504622.2012.698598 DOI: https://doi.org/10.1080/13504622.2012.698598

Coma-Roselló, T., Blasco-Serrano, A. C., Dieste, B. y Sobradiel, N. (2023). Escuelas transformadoras. Camino hacia la ciudadanía global y la Agenda 2030. Contextos educativos, 31, 27-51. http://doi.org/10.18172/CON. DOI: https://doi.org/10.18172/con.5453

Goller, A. & Rieckmann, M. (2022). What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Review. Journal of Teacher Education for Sustainability, 24, 19-34. DOI: 10.2478/jtes-2022-0003 DOI: https://doi.org/10.2478/jtes-2022-0003

Granados Sánchez, J. (2011). La educación para la sostenibilidad en la enseñanza de la geografía. Un estudio de caso. Enseñanza de las ciencias sociales, 10, 31-43.

https://raco.cat/index.php/EnsenanzaCS/article/view/248890

Junyent, M., Geli, A. M. y Arbat, E. (2003). Proceso de caracterización de la Ambientalización Curricular de los Estudios Universitarios. Universitat de Girona-Red ACES.

Morales, P. (2008). Estadística aplicada a las Ciencias Sociales. Universidad Pontificia Comillas.

Morera, A., Rojas, G., y Castro, E. (2017). Necesidades de Formación Permanente en Educación para el Desarrollo Sostenible. Ministerio de Educación Pública de Costa Rica. Instituto de Desarrollo Profesional Uladislao Gámez Solano.

Nikel, J. (2007). Making sense of education «responsibly»: findings from a study of student teachers’ understanding(s) of education, sustainable development and Education for Sustainable Development. Environmental Education Research, 13(5), 545-564. https://doi.org/10.1080/13504620701430778 DOI: https://doi.org/10.1080/13504620701430778

Shephard, K. & Furnari, M. (2012). Exploring what university teachers think about education for sustainability. Studies in Higher Education, 38(10), 1577-1590. https://doi.org/10.1007/s10734-004-6379-4. DOI: https://doi.org/10.1080/03075079.2011.644784

Solís, C. y Valderrama, R. (2015). La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Foro de Educación, 13(19), 165-192. https://doi.org/10.14516/fde.2015.013.019.008. DOI: https://doi.org/10.14516/fde.2015.013.019.008

Veiga, J., De la Fuente, E. y Zimmerman, M. (2008). Modelos de estudios en investigación aplicada: conceptos y criterios para el diseño. Revista Medicina y seguridad del trabajo, 210, 81-88. https://scielo.isciii.es/pdf/mesetra/v54n210/aula.pdf DOI: https://doi.org/10.4321/S0465-546X2008000100011

Downloads

Published

2025-12-09

Issue

No. 6 (2025): Language acquisition

Section

Miscelánea

License

Copyright (c) 2025 Revista educación, investigación, innovación y transferencia

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

CC BY-NC-ND 4.0 Deed | Attribution-NonCommercial-NoDerivs 4.0 International | Creative Commons

How to Cite

ATTITUDES AND BEHAVIORS OF TEACHERS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT. (2025). Revista educación, investigación, innovación Y Transferencia, 6. https://doi.org/10.26754/ojs_reitt/eitt.2025611854

Similar Articles

1-10 of 43

You may also start an advanced similarity search for this article.