Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement
As a powerful tool for social change, education is one of the key transversal areas for promoting sustainability and addressing the climate emergency. This is reflected in international guidelines, such as the 2030 Agenda and the European GreenComp framework, and national guidelines, such as the cur...
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| Format: | Article |
| Language: | English |
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Universidad Internacional de La Rioja (UNIR)
2025-01-01
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| Series: | Revista Española de Pedagogía |
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| Online Access: | https://www.revistadepedagogia.org/rep/vol83/iss290/18/ |
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| author | Susana Sastre Merino Cristine Zanarotti Prestes Rosa Marvin Josué Izaguirres Betancourth |
| author_facet | Susana Sastre Merino Cristine Zanarotti Prestes Rosa Marvin Josué Izaguirres Betancourth |
| author_sort | Susana Sastre Merino |
| collection | DOAJ |
| description | As a powerful tool for social change, education is one of the key transversal areas for promoting sustainability and addressing the climate emergency. This is reflected in international guidelines, such as the 2030 Agenda and the European GreenComp framework, and national guidelines, such as the current Spanish education law (LOMLOE). As a result, Spanish formal education has an opportunity to strengthen schools as strategic nodes for social change. However, there are several barriers that inhibit its true incorporation into the curriculum, such as teacher training and the lack of whole-school projects that address the topic, with many initiatives still being run on an occasional basis in isolation from the wider curriculum. To understand the external support available to schools for the integral incorporation of this approach, this study comprises a documentary analysis of the educational programs for sustainability and climate action offered by private, social, and public organisations in the city of Madrid. This analysis is complemented by a discussion group with relevant stakeholders from the ecosystem to assess the challenges and opportunities involved in promoting this approach. The results indicate that external organisations must adapt their offers to the new LOMLOE framework and support schools with training for teachers and management teams. They must also help schools implement programmes with a curricular and whole-school approach that is collaborative and contextualized. The entire educational community should be involved and the integration of these initiatives in public policies fostered. |
| format | Article |
| id | doaj-art-636cb0607f4944d3a1115e19610103c3 |
| institution | Kabale University |
| issn | 0034-9461 2174-0909 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad Internacional de La Rioja (UNIR) |
| record_format | Article |
| series | Revista Española de Pedagogía |
| spelling | doaj-art-636cb0607f4944d3a1115e19610103c32025-02-07T11:14:47ZengUniversidad Internacional de La Rioja (UNIR)Revista Española de Pedagogía0034-94612174-09092025-01-018329010512310.22550/2174-0909.4112Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvementSusana Sastre Merino0https://orcid.org/0000-0001-9511-3793Cristine Zanarotti Prestes Rosa1https://orcid.org/0000-0001-5641-4155Marvin Josué Izaguirres Betancourth2https://orcid.org/0009-0009-9453-3089Universidad Politécnica de MadridAtelier itdFundación ACOESAs a powerful tool for social change, education is one of the key transversal areas for promoting sustainability and addressing the climate emergency. This is reflected in international guidelines, such as the 2030 Agenda and the European GreenComp framework, and national guidelines, such as the current Spanish education law (LOMLOE). As a result, Spanish formal education has an opportunity to strengthen schools as strategic nodes for social change. However, there are several barriers that inhibit its true incorporation into the curriculum, such as teacher training and the lack of whole-school projects that address the topic, with many initiatives still being run on an occasional basis in isolation from the wider curriculum. To understand the external support available to schools for the integral incorporation of this approach, this study comprises a documentary analysis of the educational programs for sustainability and climate action offered by private, social, and public organisations in the city of Madrid. This analysis is complemented by a discussion group with relevant stakeholders from the ecosystem to assess the challenges and opportunities involved in promoting this approach. The results indicate that external organisations must adapt their offers to the new LOMLOE framework and support schools with training for teachers and management teams. They must also help schools implement programmes with a curricular and whole-school approach that is collaborative and contextualized. The entire educational community should be involved and the integration of these initiatives in public policies fostered.https://www.revistadepedagogia.org/rep/vol83/iss290/18/education for sustainabilityeducation for climate changeclimate actioneducational initiativeslomloewhole school approachteacher training |
| spellingShingle | Susana Sastre Merino Cristine Zanarotti Prestes Rosa Marvin Josué Izaguirres Betancourth Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement Revista Española de Pedagogía education for sustainability education for climate change climate action educational initiatives lomloe whole school approach teacher training |
| title | Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement |
| title_full | Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement |
| title_fullStr | Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement |
| title_full_unstemmed | Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement |
| title_short | Analysis of initiatives to promote education for sustainability and climate action in schools in Madrid and proposals for improvement |
| title_sort | analysis of initiatives to promote education for sustainability and climate action in schools in madrid and proposals for improvement |
| topic | education for sustainability education for climate change climate action educational initiatives lomloe whole school approach teacher training |
| url | https://www.revistadepedagogia.org/rep/vol83/iss290/18/ |
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