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Revista Iberoamericana de la Educación, Vol - 7 No.4, October – December 2023
e-ISSN: 2737-632x
Pgs 1-18
* MSc. Corporación Universitaria
Iberoamericana,
ybertelr@ibero.edu.co,
https://orcid.org/0009-0001-8154-
8873
** Msc. Corporación Universitaria
Iberoamericana,
opachec3@ibero.edu.co,
https://orcid.org/0009-0008-7623-
6294
*** Msc. Corporación Universitaria
Iberoamericana,
mpereap@ibero.edu.co,
https://orcid.org/0009-0002-8717-
9404
**** Msc. Corporación Universitaria
Iberoamericana,
juan.castaneda@ibero.edu.co,
https://orcid.org/0000-0001-7632-
7526
Received: March, 2023
Approved: July, 2023
DOI: https://doi.org/
10.31876/ie.v7i4.257
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Bertel, Y., Pacheco, O., Perea,
M., Castañeda, J. (2023)
Trends and Effectiveness of a
Pedagogical Strategy for the
Promotion of Environmental
Care in 7th grade students.
Revista Iberoamericana De
educación, 7(4) 1-18
Trends and Effectiveness of a Pedagogical
Strategy for the Promotion of
Environmental Care in 7th grade students
Tendencias y Efectividad de una Estrategia Pedagógica para la Promoción
del Cuidado del Medio ambiente en Estudiantes de grado 7°
Tendências e Eficácia de uma Estratégia Pedagógica para a Promoção do
Cuidado Ambiental em Alunos do 7º ano
Yecenia Cristina Bertel Riondo*
Olga Lucía Pacheco Zurita**
María Arnelly Perea Perea***
Juan Gabriel Castañeda Polanco****
Abstract
This article examines the implementation of a pedagogical strategy
focused on the care and protection of the environment in the Zenú
educational community. The proposed pedagogical strategy was
developed using a qualitative methodology of action-research type,
with a sample of 30 7th grade students, the activities were developed
in 3 phases, an observation phase, a thinking phase and an action
phase. In terms of results, through the initial socialization of the
project, it was possible to actively involve students, parents and
teachers, generating a solid collective commitment from the
beginning. Active collaboration and belief in the community's
capacity to address environmental challenges were fundamental to
motivate students to behave in an environmentally responsible
manner. In conclusion, the inclusion of the ancestral culture of the
Zenú people, with a focus on sacred sites, added a valuable
dimension to the pedagogical strategy, promoting the preservation of
both nature and cultural traditions. Likewise, the comprehensive
evaluation of the strategy proved to be essential to measure student
learning and the effectiveness of the strategy in generating
sustainable environmental awareness in the community.
Key words: Pedagogical Strategy, Environment, Educational
Inclusion.
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Resumen
Este artículo examina la implementación de una estrategia
pedagógica centrada en el cuidado y la protección del medio
ambiente en la comunidad educativa Zenú. La estrategia pedagógica
planteada se desarrolló empleando una metodología cualitativa de
tipo investigación-acción, contando con una muestra de 30
estudiantes de grado 7°, las actividades se desarrollaron en 3 fases,
una fase de observación, una fase de pensamiento y una fase de
actuación. A nivel de resultados, a través de la socialización inicial
del proyecto, se logró involucrar activamente a estudiantes, padres de
familia y docentes, generando un compromiso colectivo sólido desde
sus inicios. La colaboración activa y la creencia en la capacidad de la
comunidad para abordar los desafíos ambientales fueron
fundamentales para impulsar la motivación de los estudiantes hacia
comportamientos responsables ambientalmente. Como conclusión se
establece que la inclusión de la cultura ancestral del pueblo Zenú, con
un enfoque en los sitios sagrados, añadió una dimensión valiosa a la
estrategia pedagógica, promoviendo la preservación tanto de la
naturaleza como de las tradiciones culturales. Así mismo, la
evaluación integral de la estrategia demostró ser esencial para medir
el aprendizaje de los estudiantes y la efectividad de la estrategia en la
generación de una conciencia ambiental sostenible en la comunidad.
Palabras clave: Estrategia Pedagógica, Medio Ambiente, Inclusión
Educativa.
Resumo
Este artigo analisa a implementação de uma estratégia pedagógica
voltada para o cuidado e proteção do meio ambiente na comunidade
educativa Zenú. A estratégia pedagógica proposta foi desenvolvida
utilizando uma metodologia qualitativa do tipo investigação-ação,
com uma amostra de 30 alunos do 7º ano, as actividades foram
desenvolvidas em 3 fases, uma fase de observação, uma fase de
reflexão e uma fase de ação. Em termos de resultados, através da
socialização inicial do projeto, foi possível envolver ativamente
alunos, pais e professores, gerando um sólido compromisso coletivo
desde o início. A colaboração ativa e a crença na capacidade da
comunidade para enfrentar os desafios ambientais foram
fundamentais para impulsionar a motivação dos alunos para um
comportamento ambientalmente responsável. Em conclusão, a
inclusão da cultura ancestral do povo Zenú, com destaque para os
locais sagrados, acrescentou uma dimensão valiosa à estratégia
pedagógica, promovendo a preservação da natureza e das tradições
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culturais. A avaliação exaustiva da estratégia revelou-se essencial
para medir a aprendizagem dos alunos e a eficácia da estratégia na
criação de uma consciência ambiental sustentável na comunidade.
Palavras-chave: Estratégia Pedagógica, Ambiente, Inclusão
Educativa.
INTRODUCTION
In recent decades, environmental care has become a global concern
due to the increasing negative impact that humans have inflicted on
the natural environment (Salisbury, 2021). The relentless pursuit of
economic power by nations has led to the degradation of ecosystems,
habitat pollution, and indiscriminate exploitation of natural
resources. Among the most pressing environmental problems is the
inadequate management of solid waste, whose disconnection with
environmental education has further exacerbated the crisis
(Salisbury, 2021).
In this context, environmental care emerges as a fundamental
problem that affects humanity as a whole, with devastating
consequences such as pollution, logging of native forests,
deforestation, burning of waste and contamination of water sources
(Basani, 2017). This challenge is not foreign to the community of the
Zenú reservation, specifically in the Agricultural Technical
Educational Institution of Cerro Vidales, where a contamination
problem has arisen due to inadequate solid waste management and
the lack of an ingrained ecological culture (Basani, 2017).
Although the institution promotes environmental conservation and
the formation of individuals responsible for natural resources,
traditional pedagogies have limited the effectiveness of this vision.
Pre-established curricula have hindered the formation of individuals
truly committed to their social, natural and environmental
surroundings (Salisbury, 2021).
This problem is compounded by a lack of awareness and
understanding among students with learning barriers. These students
often do not understand the importance of environmental issues or
the relationship between their actions and environmental impacts,
which can be attributed to cognitive limitations, lack of access to
relevant information, or lack of adapted learning opportunities
(Basani, 2017). In addition, these students are often excluded from
environmental care and protection initiatives due to their difficulty in
understanding complex environmental concepts and fully
participating in hands-on activities (Salisbury, 2021).
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In view of this situation, the central research question arises: How to
strengthen environmental care in seventh grade students, including
those with learning barriers, through a pedagogical strategy in the IE
Técnica Agropecuaria Cerro Vidales de Tuchín, Córdoba?
With the general objective of strengthening environmental care in
this educational context, specific objectives have been established,
ranging from the identification of factors related to environmental
care to the evaluation of a pedagogical strategy designed to achieve
this purpose.
This project, in line with the worldview and spirituality of the Zenú
people, seeks to address this issue through inclusive education that
mitigates barriers to learning and promotes equal opportunities.
Inclusive education will not only contribute to the integral formation
of students, but will also foster a sound environmental awareness and
a respectful attitude towards natural resources (Basani, 2017).
In summary, this article addresses a pressing problem: the effective
integration of environmental care in the education of seventh grade
students, including those with learning barriers. Through a
pedagogical strategy, we seek to strengthen environmental awareness
and the active participation of students, thus contributing to the care
and protection of the environment and the development of a
citizenship more committed to sustainability.
The concept of educational inclusion has been fundamental
throughout human history. In different times and contexts, various
reasons, such as cognitive, physical, religious, economic or thinking
limitations, have led to the social exclusion of individuals. This
exclusion has prevented the integral development of these people and
has resulted in the creation of deep gaps that divide society into two
groups: those who are included and those who are excluded
(Ramírez, 2017).
UNESCO (2005, cited in Moliner, 2013) defines inclusion as a
dynamic and transformative process that addresses and responds to
the diversity of needs of all learners through inclusive practices in
learning, cultures and communities. This process seeks to reduce
exclusion within education through changes and modifications in
educational content, approaches, structures and strategies. The vision
behind inclusion is that all children, regardless of their differences,
should be educated in a common education system and that it is the
responsibility of the regular system to educate all children
(UNESCO, 2005).
Throughout history, education has played a crucial role in society,
but unfortunately, it has also been a means of exclusion for those who
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did not meet certain criteria of equality. People have been excluded
by gender, age, race, socioeconomic status, religion and disability,
assigning them specific labels and roles at different times (Vargas et
al., 2012).
Educational inclusion seeks to remove these barriers and ensure that
all students have equal access to education, regardless of their
individual differences (Porter, 2008). From this perspective,
inclusion implies that all children, including those with disabilities or
special needs, attend their neighborhood or local school and share
regular classrooms with their peers of the same age in their
community (Porter, 2001). In other words, inclusion encourages
students with disabilities to attend the school they would attend if
they did not have a disability.
However, it is important to note that inclusion is not considered a
static state, but a continuous and constantly evolving process (Sebba
and Sachdev, 1997). School inclusion as a state does not imply
simply placing students with disabilities in regular classrooms, but
requires constant efforts to ensure that all students have equal
opportunities and access to quality education (Ainscow, 2005;
UNESCO, 2005).
In addition, inclusion is not limited to disability alone. It must
encompass all forms of diversity present in the school, including
cultural, linguistic, socioeconomic, gender and other forms of
diversity (UNESCO, 2001). Inclusion implies creating a welcoming
educational environment that is respectful of all differences, where
inclusive pedagogical practices are adopted, the necessary resources
and supports are adapted, and a school culture that celebrates
diversity and promotes mutual respect is fostered.
Bandura's Social Learning Theory, developed by Albert Bandura in
1977, is a fundamental perspective in psychology that addresses how
people acquire new knowledge, skills and attitudes through
observation and interaction with their social environment.
Bandura emphasizes that learning is not limited to direct experience,
but that people can learn by observing others. This process implies
that people can acquire new behaviors, knowledge and attitudes by
observing the actions and outcomes of others.
Social learning involves modeling, where an individual adopts
behaviors, attitudes or skills after having seen them in another person.
It is not simply mechanical imitation; it involves cognitive processes
such as attention, retention, reproduction and motivation. Individuals
select, process and evaluate observed information before deciding
whether to incorporate it into their own behavioral repertoire.
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Bandura emphasizes the constant interaction between the social
environment and internal cognitive processes. A person's thoughts,
beliefs and attitudes can influence his or her ability to learn from
social experiences.
In addition, Bandura's Social Learning Theory highlights the
importance of attention, retention, reproduction and motivation in the
learning process. These elements interact with each other and
contribute to the development of learned skills and behaviors.
Similarly, Bandura's Social Learning Theory can play a fundamental
role in the development of environmental awareness in seventh grade
students. According to this theory, students can acquire
environmental knowledge and attitudes by observing and modeling
the behavior of others, including their teachers, peers, and public
figures committed to environmental protection. Attention and
retention are key aspects, which means that students should be
exposed to environmentally conscious role models and remember
actions and attitudes related to environmental awareness.
Replication and motivation are also crucial elements. Students need
opportunities to put into practice what they have observed in the
classroom and in their community. This may include participating in
environmental activities, such as conserving resources, recycling, or
participating in school projects related to the environment. In
addition, motivation plays a vital role; students must understand the
positive consequences of behaving in an environmentally conscious
manner and be motivated to do so.
Therefore, applying Bandura's Social Learning Theory in the seventh
grade context could involve exposing students to environmentally
conscious role models, providing opportunities to practice these
behaviors in real-world situations, and motivating them by
highlighting the benefits of environmental awareness. Doing so
would foster the development of a strong and enduring
environmental consciousness in students, which would contribute to
a greater commitment to environmental protection and sustainability
as they progress through their education and lives.
Universal Design for Learning (UDL) has become a fundamental
pedagogical strategy for addressing the diversity of student needs and
learning styles. This methodology, originally developed by the
Center for Applied Special Technology (CAST) in 1990, has gained
recognition and acceptance in the field of education due to its focus
on equity and inclusion.
The 1991 Political Constitution of Colombia recognizes the right of
all people, including those with special educational needs, to have
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access to quality education throughout their lives. This legal
framework supports the implementation of the SAD in the
Colombian educational context, as it seeks to ensure that all students
have equal opportunities to develop academically and personally,
regardless of their characteristics or particular conditions.
To better understand SAD and its application in education, it is
important to consider the contributions of several authors and experts
in the field of inclusive pedagogy. Izzo (2012) highlights that SAD
is based on an inclusive approach that focuses on creating learning
environments that are flexible, accessible, adaptive and centered on
the individual needs of each student. This perspective is essential in
competency-based training in modern society, where the diversity of
students and their learning styles must be effectively addressed.
Sánchez and Díez (2016) emphasize that SAD involves a redesign of
the traditional curriculum to consider the characteristics, needs and
interests of all students, promoting diversity and educational
inclusion. This approach requires educators to adapt and remain in
constant training to meet the changing needs of students, as interests
and needs may vary according to factors such as socioeconomic
status and family support. Blanco (2008) adds that the inclusion of
diversity in education implies a cultural change, not only a political
one, and emphasizes the importance of creating spaces that promote
an egalitarian and equitable education.
The Universal Design for Learning model proposes three key
principles for instructional planning. The first, providing multiple
means of representation, refers to the need to present information in
a variety of ways to accommodate differences in student perception
and understanding. The second principle, provide multiple means of
action and expression, recognizes that there is no single optimal way
for students to interact with information or demonstrate
understanding. The third principle focuses on providing multiple
forms of engagement, recognizing variability in student motivation
and engagement. Together, these principles promote more inclusive
and meaningful learning by ensuring that all students have equal
opportunities to develop academically and personally, regardless of
their individual characteristics.
Likewise, it is important to highlight that the Universal Design for
Learning (UDL) is significantly related to the proposal of the
pedagogical strategy for the care and protection of the environment
in seventh grade students, since both share the fundamental objective
of promoting inclusion and equity in the educational process.
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The SAD, by offering multiple means of representation, allows
content related to environmental care to be presented in a variety of
ways, catering to students' different forms of perception and
understanding. This is essential when addressing complex topics
such as environmental protection, as some students may have
difficulty understanding abstract concepts or technical information,
while others may benefit from visual, auditory, or interactive
approaches. By using a variety of representational strategies,
educators can ensure that all students have access to information
effectively.
The second SAD principle, which focuses on providing multiple
means of action and expression, is equally relevant to the pedagogical
strategy for environmental care. Environmental protection involves
the active participation of students in concrete actions, such as
reducing waste, conserving natural resources and promoting
sustainable practices.
However, each student may have different abilities and preferences
in terms of how to participate and express their commitment to the
environmental cause. By offering choices in terms of actions and
forms of expression, educators can enable students to contribute to
environmental stewardship according to their individual strengths.
Some students may choose to lead environmental projects, while
others may prefer to express their commitment through artistic,
written, or other forms of expression that are more effective for them.
Finally, the third SAD principle, which focuses on providing multiple
forms of involvement, is also closely related to the pedagogical
strategy for environmental stewardship. Student motivation and
engagement are crucial aspects when it comes to instilling
sustainable practices and fostering environmental awareness.
Educators must recognize that different students may find motivation
in a variety of ways, whether through group work, choosing
environmental projects that interest them, or applying pedagogical
approaches that suit their learning styles. By providing multiple
forms of engagement, the pedagogical strategy can ensure that all
students feel motivated and committed to the cause of environmental
stewardship, facilitating more effective and sustainable learning on
this important topic.
MATERIALS AND METHODS
The study is qualitative, as it seeks to explore, identify and know the
perceptions of teachers regarding educational diversity; thus
approaching the broad interpretation of the dynamics emerged in the
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reality of the phenomenon studied (Buena-Paz, 2017; Sanchez,
2019).
Likewise, the qualitative approach allows researchers to have direct
contact with the object of study and provides the opportunity to
directly evidence the change generated in relation to the problem.
Considering that the research is carried out in the educational context,
the implementation of a didactic strategy and the analysis of the
results obtained after the implementation of this strategy are
established.
Regarding qualitative research, Hernández et al. (2014) state that this
research approach "provides depth to the data, dispersion,
interpretative richness, contextualization of the environment or
setting, details and unique experiences. It also provides a "fresh,
natural and holistic" point of view of the phenomena, as well as
flexibility" (p. 16).
Regarding the type of research, Action Research allows the
implementation of an idea oriented towards improvement or change,
trying to establish a real effect on the problem situation being studied
(Kemmis, 1988). In this sense, the implementation of action research
favors active participation by students in the development of the
activities, which are developed in 3 phases, an observation phase
(identification of the problem and data collection), a thinking phase
(analyze and interpret) and an action phase (solve the problem and
implement improvements) (Hernández et al., 2014).
According to Hopkins (1989) "Action Research combines a major act
with a procedure of inquiry; it is a disciplined action by seeking, a
personal attempt to understand, while engaged in a process of
improvement and reform."
For the development of the research process reflected in this article,
the participating population was established, first of all, the students
of grade 7-4 of the Agricultural Technical Educational Institution of
Cerro Vidales and the teachers who guide classes in this group, who,
through their voices, contributed to the identification of the factors
related to the care of the environment in this group of students.
Likewise, a practical work is established with a population made up
of 30 students who are part of the 7th-4th grade of the Agricultural
Technical Educational Institution of Cerro Vidales, all between the
ages of 12 and 14, belonging to socioeconomic stratum 1, and to the
communities of the Zenú indigenous reservation to which the
Educational Institution is linked.
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These two population groups comprise the sample selected for the
development of the activities proposed within the framework of the
research conducted.
The main instrument selected was the semi-structured interview,
which was applied to the population of teachers and students in order
to establish some fundamental aspects that lead to the design and
subsequent implementation of the pedagogical strategy. The
questions of this interview were categorized and validated by experts
before being implemented. The interview format and the validation
process are presented below:
Table 1. Interview Format
Teacher Interviews
Project title
Pedagogical strategy for the care of the
environment in the 7th grade
Context of application
The interview will be conducted at the
Cerro Vidales Agricultural and
Livestock Technical Educational
Institution in the municipality of
Tuchín, Córdoba.
Method
Semi-structured: the questions are
formulated by the interviewer and are
open-ended and informative.
Research objective(s)
with which it is
associated
Identify factors related to
environmental care in 7th grade
students.
To whom it is
addressed
Sample of teachers from the Cerro
Vidales Agricultural and Livestock
Technical School in the municipality of
Tuchín, Córdoba.
Purpose of the
interview
Determine from a teacher's point of
view the way in which environmental
care is promoted and stimulated in 7th
grade students.
Category(ies) in relation to which to investigate
Category: Pedagogical
Strategy
How do you integrate environmental
stewardship into your lesson planning
and development?
What educational resources or
materials do you use to teach your
students about the importance of caring
for the environment?
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What challenges have you faced in
implementing pedagogical strategies
for environmental stewardship and
how have you overcome them?
Category: Inclusion
What strategies do you use to foster
collaboration and mutual respect
among your students, thus promoting
inclusion in environmental projects and
activities?
How do you adapt your pedagogical
strategies to ensure the participation of
all students, regardless of whether or
not they have learning barriers?
What steps do you take to ensure that
all your students feel included in the
development of activities related to
environmental stewardship?
Category:
Environment
How do you approach your teaching
strategies to help students understand
the importance of caring for and
protecting the environment?
What steps do you take to raise
awareness about conserving natural
resources and reducing environmental
impacts in your school environment?
Associated questions
Inter categories
How do you promote collaboration and
mutual respect among your students
when working on environmental
projects, and how do you use those
opportunities to reinforce
environmental stewardship values?
Source: Own elaboration
RESULTS
The process of applying the instruments was carried out directly in
the facilities of the educational institution, in some cases in open
spaces such as the courtyard and in others in closed spaces such as
the teachers' lounge. On average, the application of each interview
took approximately 25 to 30 minutes. These in turn were recorded
for the subsequent transcription of the answers by the researchers and
their analysis, which served as the basis for the design of the didactic
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strategy and the establishment of the different activities to be
developed with the participating students.
For the systematization of the results, a triangulation process was
carried out in which the answers given by the teachers were
summarized as shown below:
The interview results reveal a number of significant findings in
relation to the emerging categories: Pedagogical Strategy, Inclusion
and Environment. Regarding Pedagogical Strategy, an approach
focused on action and student participation stands out, using
strategies that involve students in practical activities related to the
environment. This reflects a pedagogical perspective aligned with
constructivism and experiential learning, as proposed by authors such
as Kolb and Dewey. In addition, teachers strive to raise awareness
and sensitize students to the importance of environmental care, which
is in line with Stapp and Cohen's principles of environmental
education.
In the Inclusion category, teachers adopt pedagogical strategies that
promote collaboration and mutual respect among students, with an
emphasis on the active participation of all. This approach is based on
Johnson and Johnson's collaborative learning theory and Baglieri and
Sapon-Shevin's inclusive pedagogy. In addition, pedagogical
strategies are adapted to ensure the inclusion of students with
disabilities or special educational needs, reflecting a commitment to
equality and diversity in the classroom.
In the Environment category, teachers seek to raise awareness of the
importance of environmental stewardship through direct dialogue
with students and hands-on activities focused on local and global
issues. This aligns with Scott and Vare's theory of environmental
education, which advocates a holistic and participatory approach to
environmental education. In addition, concrete measures to conserve
natural resources and reduce environmental impacts are promoted, in
line with Huckle's theory of sustainability. Teachers also relate
environmental care to different areas of study, following the critical
environmental education proposed by Bonnett.
Following Baglieri and Sapon-Shevin's (2011) perspectives on the
importance of initial socialization, it was emphasized that this step
was fundamental to involve students, parents and teachers in the
understanding of environmental issues. This awareness-raising stage
generated a strong collective commitment from the beginning,
reflecting the positive influence of the strategy from its inception.
Active collaboration, inspired by Bandura's (1977) idea of self-
efficacy, was highlighted as a key element. This collaboration
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strengthened the belief in the educational community's ability to
address environmental challenges, which in turn boosted students'
motivation to adopt environmentally responsible behaviors.
In addition, the initial socialization not only provided information
about the environmental issue, but also generated a sense of
community and shared purpose. This was essential for establishing a
solid foundation for continued work on the pedagogical strategy, as
participants felt part of a collective effort to address a vitally
important issue.
The inclusion of the ancestral culture of the Zenú people, with
attention to sacred sites, aligned with Bonnett's (2004) perspective on
the need to integrate cultural and spiritual dimensions in
environmental education. This inclusion not only promoted the
preservation of nature but also of the traditions and cultural identity
of the Zenú people, which motivated students to protect their
environment.
The comprehensive evaluation, following the recommendations of
Bustamante, Cruz and Vergara (2017), addressed multiple
dimensions, including the measurement of knowledge acquired,
active student participation and impact on the community. This
allowed for the evaluation of both student learning and the
effectiveness of the strategy in generating sustainable environmental
awareness in the community.
The project's outreach to the communities of the resguardo, in line
with Porter's (2008) ideas, emphasized the commitment to
environmental education as a process that involves the entire
community. This recognized the interconnection between people and
their natural environment, promoting a deeper understanding of how
individual and collective actions can have a significant impact on the
local and global environment.
Finally, the pedagogical strategy implemented was aligned with
contemporary visions of environmental education, highlighting the
importance of inspiring action and active participation of students in
environmental problem solving, according to authors such as
Castrillón and Velásquez (2022), Díaz and Cuervo (2021), and
Morales, Cantillo and Elles (2023). Overall, this strategy represented
a sound and effective approach to address environmental challenges
and promote sustainable environmental awareness in the educational
community and beyond.
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CONCLUSIONS
The article has explored in depth the implementation of a pedagogical
strategy focused on the care and protection of the environment in the
Zenú educational community. Through the analysis of the results and
the review of the perspectives of various authors, several general
conclusions can be drawn that highlight the effectiveness and
relevance of this strategy.
First, it has been shown that the initial socialization of the strategy to
the educational community is a crucial step to actively involve
students, parents and teachers in the understanding of environmental
issues. Following the perspective of Baglieri and Sapon-Shevin
(2011), this awareness-raising stage generated a strong collective
commitment from its inception, indicating that the pedagogical
strategy was generating a positive impact from the outset. This
finding highlights the importance of building a foundation of support
and environmental awareness from the beginning of any
environment-related educational program.
Second, active collaboration among all key players in the educational
community, inspired by Bandura's (1977) idea of self-efficacy,
played a key role in the success of the strategy. Collaboration not
only strengthened the belief in the community's ability to address
environmental challenges, but also boosted students' motivation to
adopt environmentally responsible behaviors. This finding
underscores that working together and active participation are
essential to fostering sustainable awareness and commitment to the
environmental cause.
Third, it has been highlighted that the inclusion of the ancestral
culture of the Zenú people, with a focus on sacred sites, adds a
valuable dimension to the pedagogical strategy. This inclusion, in
line with Bonnett's (2004) perspective on the integration of cultural
and spiritual dimensions in environmental education, not only
promoted the preservation of nature but also of the traditions and
cultural identity of the Zenú people. This conclusion highlights the
importance of linking environmental education with local cultural
heritage, which can strengthen students' connection with the natural
environment.
Fourth, the comprehensive evaluation of the strategy, following the
recommendations of Bustamante, Cruz and Vergara (2017), was
revealed as an essential element to assess both student learning and
the effectiveness of the strategy in generating sustainable
environmental awareness in the community. This finding highlights
the importance of measuring not only the knowledge acquired by
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Trends and Effectiveness of a Pedagogical Strategy for the Promotion of Environmental Care in 7th grade
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students, but also their active participation and impact on the
community. Ongoing and comprehensive evaluation is critical to
assessing the long-term success of any environmental education
program.
Fifth, the projection of the project to the communities of the
resguardo, in line with Porter's (2008) ideas, underscores a strong
commitment to environmental education as a process that transcends
the boundaries of the educational institution. This perspective
recognizes that environmental protection is a collective enterprise
that requires the active participation of the entire community. By
bringing environmental education to these communities, it broadens
the influence and fosters greater environmental awareness not only
among students, but also among families and the community at large.
This conclusion highlights the importance of involving the entire
community in environmental education and in promoting a
comprehensive approach to environmental stewardship.
Finally, it has been evidenced that the pedagogical strategy
implemented is in line with contemporary visions of environmental
education, according to authors such as Castrillón and Velásquez
(2022), Díaz and Cuervo (2021), and Morales, Cantillo and Elles
(2023). This strategy goes beyond the mere transmission of
knowledge and seeks to inspire action and active participation of
students in solving environmental problems. Taken together, these
findings underscore the effectiveness and relevance of the
pedagogical strategy implemented in promoting sustainable
environmental awareness in the Zenú educational community and the
community at large.
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