Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Recurso digital |
| Lenguaje: | |
| Publicado: |
Zenodo
2025
|
| Materias: | |
| Acceso en línea: | https://doi.org/10.5281/zenodo.15209444 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Tabla de Contenidos:
- <p><strong><span>Abstract</span></strong></p> <p><span><span> </span>Climate change is one of the most pressing global challenges, necessitating the integration of sustainability education into teacher training programs. This study explores how Bachelor of Education (B.Ed.) programs incorporate climate change concepts and sustainability principles, emphasizing the need to bridge the gap between theory and practice. Using a mixed-methods approach, the research analyzes curriculum content, surveys B.Ed. students, and conducts semi-structured interviews with teacher educators. Findings reveal that while sustainability topics are present in B.Ed. curricula, their practical application remains limited. Many students recognize the importance of climate education but feel unprepared to translate theoretical knowledge into effective classroom strategies. Educators highlight the need for experiential learning, interdisciplinary approaches, and updated teaching resources to strengthen climate pedagogy. The study concludes with actionable recommendations, including embedding fieldwork, integrating sustainability across disciplines, enhancing professional development, and updating educational materials. Institutional support and policy initiatives are also crucial to fostering climate-conscious educators. By reinforcing experiential learning and policy-driven curriculum reforms, B.Ed. programs can empower future teachers to lead meaningful climate action in schools and communities.</span></p>