Análisis de la concienciación de la juventud de zonas vulnerables sobre el futuro del cambio climático

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DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1502

Información

Educación científica y sostenibilidad
1502
Publicado: 21-12-2023
PlumX

Autores/as

Resumen

Las investigaciones sostienen que la juventud puede percibir su futuro de forma negativa y considerarse incapaz de cambiar las cosas. Sin embargo, una nueva generación está actuando para hacer frente al cambio climático, encontrando oportunidades de sostenibilidad y justicia social. El objetivo de este estudio es analizar el grado de concienciación entre distintos grupos de adolescentes de zonas vulnerables (una población de difícil acceso en investigación) en relación con el conocimiento del cambio climático. Así, este estudio analiza el grado de concienciación sobre el cambio climático entre alumnado de tres centros de secundaria situados en zonas vulnerables de Europa tras la puesta en marcha de un proyecto eTwinning sobre el cambio climático durante la pandemia de Covid-19. Se ha seguido un diseño descriptivo no experimental utilizando un cuestionario validado para responder a las siguientes preguntas de investigación: (1) ¿Cuáles son los niveles de concienciación sobre el cambio climático del alumnado? y (2) ¿Es posible identificar diferentes grupos según su nivel de concienciación? El cuestionario fue cumplimentado por 238 estudiantes: 162 de la República Checa, 34 de Grecia y 42 de Italia. Los resultados identifican cuatro grupos diferentes de estudiantes con diversos niveles de concienciación, desde los más preocupados hasta los que apenas lo están. Se argumenta que estos temas deberían promoverse en los centros educativos para mejorar la concienciación del alumnado sobre el cambio climático y su percepción de un futuro mejor en el que desarrollen un sentido de su capacidad de acción con respecto al cambio social, la participación en la sociedad y la justicia social.

Palabras clave: Cambio climático, concienciación, alumnado vulnerable, sostenibilidad, justicia social

Analysing the awareness of vulnerable young people on the future of Climate Change

Abstract: Research argues that young people may perceive their future negatively and view themselves as not having the power to make a change. However, a new generation of young people are moving towards addressing climate change and recognising the opportunities for sustainability and social justice. The goal was to analyse the level of awareness between different groups of teenagers from vulnerable areas (a hard-to-reach population in research) in relation to the awareness of climate change. As such, this study analyses the degree of climate change awareness amongst students from three secondary schools located in vulnerable areas of Europe following the implementation of an eTwinning project on climate change during the Covid-19 pandemic. We followed a descriptive non-experimental design using a validated questionnaire to answer the following research questions: (1) What are the levels of climate change awareness of the students? and (2) Is it possible to identify different groups according to their level of awareness? The questionnaire was completed by 238 students: 162 Czech students, 34 Greek students and 42 Italian students. The results identify four different groups of students with diverse levels of awareness, from the most concerned to the barely worried, and shows that these schools have the potential to improve awareness. It is argued that these issues should be promoted in schools in order to improve student awareness of climate change and their perception of a brighter future in which they develop a sense of agency with regards to social change, participation in society, and social justice.

Keywords: Climate change, awareness, vulnerable pupils, sustainability, social justice

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Biografía del autor/a

Julia Gracia Ordóñez, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Licenciada en Traducción e Interpretación por la Universidad de Granada. Máster en Innovación e Investigación por la UNED. Experiencia docente de 18 años. Actualmente trabaja en el Instituto Nacional de Tecnologías Educativas. La línea de investigación de la tesis doctoral que desarrolla se centra en los factores que influyen en el grado de concienciación sobre sostenibilidad en centros educativos.

Jorge Alcántara Manzanares, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Profesor del Área de Didáctica de las Ciencias Experimentales del Departamento de Didácticas Específicas de la Universidad de Córdoba.

Jerónimo Torres Porras, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Licenciado y doctorado en Biología, sus principales líneas de investigación están centradas en la percepción de la ciudadanía sobre la naturaleza y en la educación ambiental, además de haber estado trabajando en la conservación de especies cinegéticas en ecosistemas mediterráneos y en biodiversidad neotropical. Imparte docencia en el Grado de Educación Infantil, en el Grado de Educación Primaria, en la Especialidad de Biología-Geología del Máster de Profesorado y en el Máster de Gestión el Patrimonio desde el municipio.

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