Are Our Schools Carrying Out Effective Environmental Education? In-Service and Pre-Service Teachers’ Perceptions

Eugenio Salvador Ivorra-Catalá (), María Catret-Mascarell () and Elena Moreno-Gálvez ()
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Eugenio Salvador Ivorra-Catalá: Facultad de Magisterio y Ciencias de la Educación, Departamento de Matemáticas, Ciencias Naturales y Ciencias Sociales Aplicadas a la Educación, Universidad Católica de Valencia San Vicente Mártir, 46110 Godella, Valencia, Spain
María Catret-Mascarell: Facultad de Magisterio y Ciencias de la Educación, Departamento de Matemáticas, Ciencias Naturales y Ciencias Sociales Aplicadas a la Educación, Universidad Católica de Valencia San Vicente Mártir, 46110 Godella, Valencia, Spain
Elena Moreno-Gálvez: Facultad de Magisterio y Ciencias de la Educación, Departamento de Matemáticas, Ciencias Naturales y Ciencias Sociales Aplicadas a la Educación, Universidad Católica de Valencia San Vicente Mártir, 46110 Godella, Valencia, Spain

Social Sciences, 2024, vol. 13, issue 8, 1-16

Abstract: Faced with the environmental challenges facing today’s society, it is necessary to form critical, conscious, committed and competent citizens that can take action. Children represent, at the same time, the need for care and hope for a better and more sustainable world. The school is the ideal place to carry out this training. All citizens pass through school for many years and many hours a day. Everything in the school is designed to teach people how to learn and live together: the people who work there, the infrastructure, the rules, the resources and the opportunities to share daily actions. But are schools prepared to carry out effective environmental education? Several reasons have been pointed out as potential explanations of the lack of awareness and sustainable behavior observed in a large part of the population. Surely, one of the most important is the lack of adequate organization, which leads to a lack of long-term planning, of people in charge, or of an evaluation and communication of the results. In this paper, we present a study on environmental education carried out in a group of Early Childhood and Elementary education schools using structured interviews conducted by students of the Catholic University of Valencia San Vicente Mártir. The results obtained are congruent with the contributions made by previous studies, which have highlighted the lack of coherence between training, attitudes and teaching practices. The conclusions drawn seem to indicate that, although practicing teachers are aware of the importance of the subject, the presence of environmental policies in the school and the implementation of good educational action are far from being considered optimal, given the current need for them.

Keywords: teacher training; environmental education; Agenda 21; school eco-audits; sustainable development goals; practicum (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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