Diagnosis to identify a university curriculum that integrates the Environmental Dimension and, therefore, Environmental Education for Sustainable Development

Diagnóstico para identificar un currículo universitario que integra la Dimensión Ambiental y por ende, Educación Ambiental para el Desarrollo Sustentable

Published 2018-08-23


https://doi.org/10.30554/plumillaedu.20.2689.2017
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Vol. 20 No. 2 (2017)
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Bedolla Solano, R., Athiemoolam, logamurthie, & Sampedro Rosas, M. (2018). Diagnosis to identify a university curriculum that integrates the Environmental Dimension and, therefore, Environmental Education for Sustainable Development. Plumilla Educativa, 20(2), 75-89. https://doi.org/10.30554/plumillaedu.20.2689.2017
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https://doi.org/10.30554/plumillaedu.20.2689.2017
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Bedolla Solano, R., Athiemoolam, logamurthie, & Sampedro Rosas, M. (2018). Diagnosis to identify a university curriculum that integrates the Environmental Dimension and, therefore, Environmental Education for Sustainable Development. Plumilla Educativa, 20(2), 75-89. https://doi.org/10.30554/plumillaedu.20.2689.2017

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Ramón Bedolla Solano
PNPC-CONACYT
logamurthie Athiemoolam
, Nelson Mandela Metropolitan University
María Sampedro Rosas
Universidad Autónoma de Guerrero
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Ramón Bedolla Solano,

Doctor En Ciencias de la Educación y Dr. en Desarrollo Regional, Universidad Autónoma de Guerrero (UAGro), México. Unidad Académica de Sociología–Unidad Académica de Desarrollo Regional (Programa Educativo: Doctorado en Ciencias Ambientales PNPC-CONACYT), Cuerpo Académico: Educación y Sustentabilidad

logamurthie Athiemoolam,

PhD in Multicultural Education, English Language Teaching, Drama-in-Education, Educational Management. Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa.

María Sampedro Rosas,

Doctora en fitopatología. Unidad Académica de Desarrollo Regional (Programa Educativo: Doctorado en Ciencias Ambientales PNPC-CONACYT), Universidad Autónoma de Guerrero, México, cuerpo Académico: Ambiente y Desarrollo
The environmental crisis facing our planet is undoubtedly an outstanding issue that urgently needs to be addressed by society as a whole, civil groups or organizations, governments, institutions, mainly education (no matter what level it imparts). The university, in this case, should not be the exception, these must design strategies that allow the environmental dimension is integrated into the curriculum and seen from this space, as a response to demands in this matter and itself, as an alternative that contributes to minimizing, correcting and proposing solutions to environmental problems, and which are mainly causing social, economic, cultural damage, etc., By including the environmental dimension in the curricula, Environmental Education is contemplated, however, nowadays, this term must be understood as Education for Sustainable Development, because the environmental is linked to the social and other aspects. University curriculum that has this dimension would be characterized by being sustainable. A method to integrate the environmental would be through the disciplinary method (including a subject on this subject) or otherwise, mainstreaming (impregnation of the environment element in the curriculum, as in the different disciplines that comprise it, for example). This work presents the results of an educational program of a university in South Africa. The purpose was to diagnose the way in which the curriculum incorporates the environmental dimension. It is a mixed research, however, the sample was chosen according to the qualitative approach, that is, based on time and convenience. Two surveys previously reviewed by experts in the field of education and environmental sciences were designed, these counted on the dimensions, perception of the environmental problem, the integration of the environmental element in the curriculum and the understanding of environmental knowledge, both were useful for collect information from teachers and students. The surveys were processed in the statistical program SPSS version 20, the answers were presented in percentages and later grouped into the three dimensions of the instrument. The dimension of the environmental problem reflected that students perceive environmental problems in 90% and teachers 100%, however, the remaining dimensions in both groups reflected an unsatisfactory level. The present diagnosis showed that in the studied curriculum, the environmental dimension is not present in a disciplinary way and / or transversally.

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ISSN impreso: 1657-4672

ISSN electrónico: 2619-1733

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