Centros Ecoescuelas vs Centros no Ecoescuelas. ¿Suponen una ventaja en la generación de la actitud ambiental del alumnado?
DOI
https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2025.v7.i2.2302Info
Authors
- Verónica Acosta Benítez (ES) Universidad de Huelva. Huelva
- Mireia Illescas-Navarro (ES) Universidad de Huelva. Departamento de Didácticas Integradas https://orcid.org/0000-0002-4787-2274
- María Ángeles de las Heras Pérez (ES) Departamento de Didácticas Integradas, Centro de Investigación COIDESO, Universidad de Huelva. Huelva https://orcid.org/0000-0002-3640-8337
Abstract
The environmental deterioration of our planet is increasingly evident and its effects directly affect the environment in which we live. A key strategy to address this situation is the integration of environmental education in schools, in order to foster a responsible attitude towards the environment in students and thus contribute to the sustainability of the planet in the future. This research aims to analyze the environmental attitude of students in the fourth, fifth and sixth years of primary education in two educational centers with different characteristics: one belonging to the Andalusian network of Eco-schools and another that is not part of it. To collect data, a questionnaire based on a four-point Likert scale was used, designed to measure the degree of agreement of students with various statements related to their environmental attitude. In addition, an interview was conducted with the directors of both centers, whose analysis was carried out using a previously prepared table of categories. The results obtained reveal significant differences in the environmental attitude of the students of both centers, being more positive and marked in the Eco-School Center. Likewise, these differences are also reflected in the way in which each center approaches environmental education, as well as in the use and application of the resources available for its teaching. In conclusion, the findings of this research suggest that the Eco-School model favors a more effective environmental education, promoting sustainable attitudes and practices that can contribute to the preservation of the planet.
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Copyright (c) 2025 Verónica Acosta Benítez, Mireia Illescas-Navarro, M. Ángeles de las Heras Pérez
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