Sustainability Education in Geomatics Students: Nature of STEM Through Meteorology and Ecology of Fire

Víctor Martínez-Martínez (), Jairo Ortiz-Revilla, Almendra Brasca Merlin, Mariela Sammaritano, Rodrigo Molina, Matías López and Ileana María Greca
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Víctor Martínez-Martínez: Faculty of Education, University of Burgos, 09001 Burgos, Spain
Jairo Ortiz-Revilla: Faculty of Education, University of Burgos, 09001 Burgos, Spain
Almendra Brasca Merlin: Mario Gulich Institute, University of Córodoba, Falda del Cañete 400000, Argentina
Mariela Sammaritano: Mario Gulich Institute, University of Córodoba, Falda del Cañete 400000, Argentina
Rodrigo Molina: Mario Gulich Institute, University of Córodoba, Falda del Cañete 400000, Argentina
Matías López: Mario Gulich Institute, University of Córodoba, Falda del Cañete 400000, Argentina
Ileana María Greca: Faculty of Education, University of Burgos, 09001 Burgos, Spain

Sustainability, 2024, vol. 16, issue 24, 1-16

Abstract: To address the urgent challenges of sustainability in our changing world, STEM education must evolve to integrate a stronger focus on socioenvironmental dimensions. This study examines how students in geomatics courses understand the nature of STEM (NoSTEM) in the context of meteorology and fire ecology—fields closely tied to sustainability. Using two validated mixed-method instruments comprising closed- and open-ended items, we assessed students’ comprehension across cognitive–epistemic and socio-institutional dimensions, framed within the family resemblance approach (FRA). Data collected from 44 students in meteorology and 57 in fire ecology were analyzed using descriptive statistics and phenomenographic methods. Our findings indicate that, while students demonstrate a stronger grasp of technical concepts, their understanding of socio-institutional implications is comparatively limited. These results highlight the need to align STEM education with sustainability education, emphasizing real-world applications and the integration of socio-institutional elements into the curriculum. Addressing these gaps is essential for preparing students to engage with complex sustainability challenges, such as those posed by climate change, resource management, and disaster mitigation. Future research should investigate long-term interdisciplinary educational strategies to foster a holistic understanding of NoSTEM and its role in promoting sustainable development.

Keywords: sustainability education; geomatics; interdisciplinarity learning; STEM education; meteorology; fire ecology (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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