Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Carlos Martínez-Hernández and Francisco Javier Robles-Moral ()
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Carlos Martínez-Hernández: Department of Didactics of Experimental and Social Sciences and Mathematics, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain
Francisco Javier Robles-Moral: Department of Experimental Sciences, Faculty of Education, University of Murcia, 30100 Murcia, Spain

Sustainability, 2023, vol. 15, issue 24, 1-14

Abstract: Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer.

Keywords: education for sustainable development; eco-social education; landscape; social science education; natural science education; didactics of geography (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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