Inclusión de los Objetivos de Desarrollo Sostenible en el Currículum de Educación Primaria y Secundaria en Escuelas Rurales de Zaragoza

Abstract

Descriptores: Currículum; Educación básica; Educación rural; Valores sociales; Justicia social.Education cannot be kept out of social and political reality. It is a fact that the current world scenario is having a considerable impact on the redefinition of the concept of Education. Global Citizenship Education (GCED) implies adapting the elements of the curriculum to promote the development of values of equity and justice in the teaching-learning processes. This article analyzes, the incorporation of the GCED and the Sustainable Development Goals (SDG) in the academic curriculum, as well as the dynamics and actions that are carried out in the centers and in the classrooms. A quantitative methodology has been used, developing a non-experimental descriptive study through a social survey. The results show how educational centers, are committed to introducing actions related to the GCED and/ or the SDGS into their center projects. The study shows the lack of experiences involving cross-cutting and global projects and the introduction of the SDGS in a more explicit manner.

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

“…These strategies, however, should be supported by an analysis of educational needs and deficits to ensure that sustainable intervention proposals be as effective as possible [17]. Knowing which factors need to be improved when teaching will lead to more accurate environmental protection proposals.…”

“…These institutions play a critical role in achieving the aims of sustainable development and this gives them a high degree of social responsibility [14,15]. These initiatives, all of which focus on the developing sustainability, include scales to assess the contribution of educational digital resources to sustainable behavior [16], proposals to include the SDG in educational curriculums [17], teacher training program designs [12] and methodological strategies such as place-based learning to work on principles of Education for Sustainable Development (ESD) [18]. Research has also addressed other educational levels, as indicated in the Dieste et al [17] study, focusing on the inclusion of the SDGs in the Primary and Secondary Education curriculum or schemes for the reuse of technological devices in educational settings [19].…”

Untitled

“…Las nuevas estrategias se comienzan a trabajar desde su transversalidad, sin solo enfocarse en los aspectos económicos, sociales y/o políticos, sino estableciendo herramientas para que la sociedad pueda ir adquiriendo los conocimientos y habilidades en miras de la creación de una mayor conciencia ambiental hacia la conservación de los recursos y la protección del medio natural (Severiche et al, 2016), además de convertir a la población en actores clave para una mayor resiliencia socio ecológica frente a los efectos del cambio climático . En este contexto, se reconoce a la educación como la base para el cumplimiento de las metas planteadas a nivel local, regional y global, siendo necesaria su inclusión con enfoque ambiental en el currículum académico de todos los niveles educativos, así como las dinámicas y actuaciones que se llevan a cabo en las aulas de clase (Dieste et al, 2019).…”

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

“…Including SDGs in the curriculum entails establishing relationships between reality and the classroom, allowing it to be observed in a critical, global and transformative way [12][13][14][15]. Currently, multiple works are being developed related to sustainability in the virtual space in the educational field [16,17].…”