Quelques pistes pour gagner le pari de l’Éducation au Développement Durable au Chili

Berrios, Adolfo; Martínez, Enrique A.

doi:10.4000/ere.801

Cited by 4 publications

(3 citation statements)

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“…Globally, Education for Sustainable Development (ESD) is seen as key to embedding sustainability principles in education, equipping learners to tackle global issues. In Chile, studies show ESD's uneven integration, often skewed toward environmental aspects and lacking in a systematic approach [26,27]. Although Chilean primary education has the potential for sustainability education, it lacks explicit links between sustainability concepts and teaching methods [29].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite a trend toward including sustainability themes, research by the authors of [47,48] indicates an uneven incorporation, with the focus often placed on environmental issues while neglecting social and economic aspects. In Chile, this discrepancy is evident as textbooks fail to adequately address the SDGs' interconnectedness [26]. Ref.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In Chile, the integration of Education for Sustainable Development (ESD) into the school curriculum remains uncharted [25]. ESD initiatives often prioritize ecopedagogy [26], focusing mainly on environmental conservation practices, which may lead to the Chilean university community's narrow interpretation of sustainability as solely environmental protection [27]. This perspective neglects the multifaceted nature of sustainable development, which includes social, economic, and environmental dimensions.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

Lasekan,

Opazo,

Méndez Alarcón

2024

Sustainability

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This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

Lasekan,

Opazo,

Méndez Alarcón

2024

Sustainability

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Desenvolvimento sustentável e currículo da escola secundária do Chile: o que propõem programas escolares?

Berríos-Villarroel

Fernández

Bastías-Bastías

2021

Rev. Electr. Educare

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Introducción. La educación escolar tiene un rol fundamental para alcanzar las metas de la Agenda 2030 para el desarrollo sostenible. Objetivo. Examinar qué ámbitos de la sustentabilidad son priorizados por el curriculum escolar chileno, así como el enfoque pedagógico que proponen las asignaturas escolares para abordar este tipo de contenidos. Metodología. Para esta investigación se realizó un muestro en dos etapas. En una primera fase, se seleccionaron las bases curriculares de 7° año básico a 2° año medio (enseñanza secundaria), donde se identificaron las fuentes y unidades de análisis que incluyen explícitamente el término sostenible y sus vocablos afines (sustentable, sustentabilidad) en las asignaturas. Esto permitió reconocer la presencia de este concepto en cuatro asignaturas del curriculum nacional: Artes Visuales, Ciencias Naturales, Tecnología e Historia, Geografía y Ciencias Sociales. En una segunda fase, se clasificaron las unidades de contenidos en cuatro categorías. Estas categorías permiten analizar el tratamiento pedagógico y conceptual que realiza cada asignatura. Resultados. De las cuatro asignaturas analizadas, Historia, Geografía y Ciencias Sociales atiende de manera holística esta materia. No obstante, el análisis revela que el abordaje de las temáticas relacionadas con la sustentabilidad limita el desarrollo de competencias ciudadanas en los educandos, puesto que no aborda las controversias que este modelo genera a nivel nacional. Conclusiones. A manera de conclusión, se proponen algunas sugerencias para rediseñar el currículo y así generar una diversidad de miradas que permita repensar el desarrollo sostenible desde una perspectiva crítica y local.

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Aproximación a las percepciones de los estudiantes de pedagogía hacia la Agenda 2030 para el desarrollo sustentable

Villarroel

Bastías

2021

REXE

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Quelques pistes pour gagner le pari de l’Éducation au Développement Durable au Chili

Abstract: Ce document a été généré automatiquement le 21 février 2020.Quelques pistes pour gagner le pari de l'Éducation au Développement Durable a...

Cited by 4 publications

References 4 publications

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

Desenvolvimento sustentável e currículo da escola secundária do Chile: o que propõem programas escolares?

Aproximación a las percepciones de los estudiantes de pedagogía hacia la Agenda 2030 para el desarrollo sustentable

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