Environmental education

Research on environmental education with minors in Ibero-America: a bibliometric review from 1999 to 2019 (2019). Educational Research (Mexico, Q3)
The objective of the research presented in this article was to contribute to the configuration and development of the field of study of environmental education with minors in Ibero-America. To this end, a bibliometric review of 179 articles written in Spanish over the last twenty years was carried out. The review was conducted using the SciELO, JSTOR, Redalyc, Dialnet, and University of Chile Repository databases, as well as a specialized journal. It was found that there is a growing but discontinuous progression in publications, with Spain being the country with the most studies, Luna Azul being the journal with the most articles, and the research being mainly empirical and qualitative in nature. Thematic trends are described, such as the use of innovative methodologies, the didactic use of animals, and community environmental education.

Early childhood environmental education: A systematic review of the research literature (2020). Educational Research Review (United Kingdom, Q1)
Environmental education focused on the early years of childhood is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with growing interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of pedagogical practices and expected outcomes of early childhood environmental education (ECEE), we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year period, 66 studies meeting our inclusion criteria emerged. We found that participants in these programs spanned the entire early childhood age range (birth to age eight) and that the majority were three- to six-year-olds participating in formal (school-like) programs led by teachers. The main outcomes documented in the studies in our sample included the development of environmental literacy, cognitive development, and social and emotional development. To a lesser extent, studies addressed physical development and language and literacy development. Overall, our sample of ECEE studies reported very positive outcomes associated with the above-mentioned outcomes. Most highlighted the effectiveness of play-based and nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes the findings from the cross-sample with the intention of helping ECEE practitioners develop, implement, and evaluate programs, as well as encouraging researchers to further study the elements, processes, and theoretical assumptions inherent in them.

Epistemologies from the South, Deconstruction of Environmental Education Thinking and University Sustainability: A Critical Perspective (2023). Latin American and Caribbean Environmental History (Brazil, Q1)
This study discusses South American epistemologies from the perspective of the deconstruction of environmental education thinking and sustainability. It highlights the figures of critical thinking, the university as an academic space, and the role of citizens, which together allow for the establishment of sociocultural and educational relationships within the university, sustained by the principles of responsibility, prevention, efficiency, gradualism, and participation. These principles must be reflected in the design, implementation, and evaluation of the actions developed to incorporate sustainability into the university. This requires a methodological sequence that includes: diagnosis, analysis of the philosophy, strategic analysis and the construction of strategic lines and objectives, and the development of an action plan. In this way, it will be possible to rethink the enjoyment of an adequate quality of life for the population while constructing and establishing new rational approaches to the environment.

Between the mountains and the classroom: Study of an endogenous project to integrate education and local sustainability (2023). Pedagogical studies (Chile, Q3)
We share a case study on an educational project that emerged endogenously in a secondary school in Galicia (Spain) focused on caring for the territory of the municipality in which it is located. We conducted qualitative research to gain an in-depth understanding of the project through an inductive-deductive analysis of the content of project documents, semi-structured interviews, and participant observation. The analysis was carried out from the perspective of service learning and community knowledge and identity funds as methodological references that serve to link the community and the educational center. The results show the motivations of the different agents to participate, the most relevant procedures, and the impact of the project on learning, the territory, and the community. The discussions point to the potential of the methodologies mentioned to constitute a new ecology of learning that allows us to face the challenges of the eco-social crisis, linking education with local sovereignty.