Environmental Education in Schools:
A Review of Programs and Teaching Practices in Latin America
Educación ambiental en las escuelas: revisión de
programas y prácticas pedagógicas en América Latina
Asunción
Mercedes González Medina
Magíster en Educación, Unidad Educativa Miguel
de Cervantes, La Troncal – Cañar.
asunmeg2011@hotmail.com https://orcid.org/0009-0000-7261-3197
Jhoana
Paola Rodas Heredia
Magíster en Educación, Unidad Educativa José
María Velasco Ibarra, Cumandá – Chimborazo.
jhoanarodas76@gmail.com https://orcid.org/0009-0009-5503-6741
Carmen
Zoraida García Flores
Magíster en Educación, Unidad Educativa Nela
Martínez, La Troncal – Cañar.
uemkgarcia@gmail.com https://orcid.org/0009-0005-9921-6147
Fausto
Marcelo Salazar Luna
Magíster en Educación, Unidad Educativa Misael
Acosta Solís, Baños de Agua Santa – Tungurahua.
ananitay25@live.com https://orcid.org/0009-0006-0499-231X
Environmental education has become a key component in
promoting sustainability within Latin American school contexts. Its curricular
inclusion seeks to develop critical, environmentally engaged students. This
study aimed to analyze educational environmental programs and pedagogical
practices implemented in Latin American schools between 2018 and 2025. A
qualitative, descriptive-documentary research design was used, based on a
systematic review of twenty scientific studies retrieved from academic
databases such as Scopus, Scielo, Redalyc,
and Google Scholar. A document analysis matrix was employed as the main
instrument, and content analysis was the principal technique. Findings reveal a
growing trend toward the curricular mainstreaming of environmental education,
the use of active pedagogies, and successful initiatives in countries such as
Mexico, Ecuador, Brazil, and Chile. However, persistent challenges include
limited teacher training, weak institutionalization of programs, and lack of
long-term impact evaluations. The study concludes that, despite significant
progress, there is an urgent need to strengthen public policy, teacher
preparation, and evaluation mechanisms to ensure the development of integral
and transformative environmental education. The discussion highlights the
importance of territorial, critical, and intersectoral approaches to foster sustainable
and meaningful school-based environmental engagement.
Keywords:
active methodologies; environmental education; pedagogical programs; school
curriculum; sustainability.
Resumen
La
educación ambiental se ha convertido en un componente esencial para promover la
sostenibilidad en contextos escolares de América Latina. Su incorporación
curricular busca formar estudiantes críticos y comprometidos con su entorno. El
objetivo de este estudio fue analizar programas y prácticas pedagógicas de
educación ambiental implementados en escuelas de América Latina entre 2018 y
2025. Se realizó una investigación cualitativa de tipo descriptivo-documental,
basada en la revisión sistemática de veinte estudios científicos provenientes
de bases académicas como Scopus, Scielo, Redalyc y Google Scholar. Se utilizó
una matriz de análisis documental como instrumento, y la técnica principal fue
el análisis de contenido. Los resultados evidencian una tendencia a la
transversalización de la educación ambiental en el currículo, el uso de
metodologías activas, y experiencias exitosas en países como México, Ecuador,
Brasil y Chile. Sin embargo, se identificaron debilidades recurrentes: limitada
formación docente, escasa institucionalización de los programas y ausencia de
evaluaciones a largo plazo. Se concluye que, si bien existen avances
importantes, es necesario fortalecer políticas públicas, formación docente y
procesos de evaluación para consolidar una educación ambiental integral y
transformadora. La discusión destaca la necesidad de enfoques territoriales,
críticos e intersectoriales que garanticen sostenibilidad educativa y
compromiso ambiental genuino.
Palabras clave: currículo
escolar; educación ambiental; metodologías activas; programas pedagógicos;
sostenibilidad.
Introduction
In recent decades, environmental education
(EE) has become increasingly important in Latin America as a fundamental tool
for addressing the ecological crisis and fostering a critical citizenry
committed to sustainable development. Schools have been identified as key
spaces for building environmental awareness from an early age, by integrating
content, values, and pedagogical practices that promote sustainability and
respect for nature (da Silva et al., 2023). However, the implementation of EE
programs in the region has been uneven and faces multiple challenges in terms
of public policy, teacher training, and curriculum coordination.
Latin American education systems have made
progress in incorporating EE into their regulatory and curricular frameworks,
but these initiatives often do not translate into concrete practices in the
classroom. Recent studies such as that by Pizango
(2021) show that, although there are multiple educational experiences related
to the environment, these are developed in a fragmented manner, without a
cross-cutting approach or long-term continuity. This situation raises the need
to critically analyze existing programs and evaluate their real impact on
students and educational communities.
On the other hand, research such as that of
Quiroga Carreño (2023) highlights the importance of incorporating EE from early
childhood education, promoting early reflection on socio-environmental
conflicts and the right of children to participate in the construction of
solutions in their territories. This perspective implies a broader
understanding of EE that goes beyond ecological content, integrating elements
of environmental justice, interculturality, and community participation.
Likewise, Amézquita-Galindo et al. (2023) argue that the
success of EE in schools depends largely on the knowledge, attitudes, and
practices of teachers, highlighting the urgency of strengthening teacher
training in this area. In this regard, Lima (2022) argues that it is essential
to rethink initial and continuing teacher training programs so that they
include critical and contextualized approaches to environmental education,
articulated with the Sustainable Development Goals (SDGs).
From a critical perspective, da Silva et al. (2023) propose
understanding environmental education in Latin America as a process of social
and territorial construction, in which the relationships between people and
nature are re-signified from their own worldviews and historical realities.
This vision questions traditional approaches to EE focused on conservation and
proposes a pedagogy oriented towards social and environmental transformation.
This article presents a review of recent
literature on environmental education programs and pedagogical practices
developed in Latin American schools. The objective is to analyze how this topic
has been addressed in recent years, identify the main trends and pedagogical
approaches, and reflect on the challenges and opportunities for consolidating a
comprehensive, critical, and transformative environmental education.
Methodology
This research was conducted using a
qualitative descriptive and documentary approach, based on a systematic
literature review. The objective was to analyze the pedagogical practices and
environmental education programs implemented in Latin American schools over the
last seven years (2018–2025), in order to identify trends, theoretical
approaches, teaching strategies, and challenges in their application.
Type of research
This is a qualitative, non-experimental study
focused on the critical analysis of secondary sources through a literature
review. This methodology allows for the examination and interpretation of the
state of the art in environmental education in the Latin American context,
considering the value of the experiences documented in previous research. The
design used was exploratory-descriptive, suitable for identifying patterns,
theoretical gaps, and common approaches in school environmental education
programs.
Selection criteria and sample
The sample consisted of 15 studies
intentionally selected using previously defined inclusion criteria. Scientific
articles published between 2018 and 2025 in indexed journals (Scielo, Redalyc, Latindex, Scopus, and other recognized databases) were
considered, as well as technical reports, institutional documents, and case
studies focused on school environmental education in Latin American countries.
Documents without peer review, blog entries, gray literature without
methodological support, or research that did not directly address the school
context were excluded.
The countries represented in the sample
include Brazil, Colombia, Ecuador, Peru, Mexico, Argentina, and Chile, among
others. The selection sought to ensure balanced geographical representation and
to cover both urban and rural contexts, as well as experiences at different
levels of basic education (early childhood, primary, and secondary).
Techniques and instruments
The main technique was documentary content
analysis. A literature review matrix was used as an instrument to record key
data from each selected source, including: authors, year, country, type of
study, educational level, objectives, pedagogical strategies used, results, and
implications. This matrix facilitated systematic comparison between studies and
allowed for the coding of emerging categories related to pedagogical
approaches, student participation, teacher training, curriculum integration,
assessment, and community participation.
To search for sources, combinations of
keywords were used, such as: “environmental education,” “schools,” “Latin
America,” “pedagogical programs,” “teaching practices,” and “school
sustainability,” using Boolean operators (AND, OR) and filters by language
(Spanish and Portuguese), year of publication (2018–2025), and open or
institutional access. The databases used were Scopus, Scielo, Redalyc, Google
Scholar, and Dialnet.
Review process
·
The
process was carried out in five phases:
·
Definition
of the problem and inclusion/exclusion criteria.
·
Exhaustive
search for relevant sources in academic databases, selecting only those
that met the criteria of relevance, timeliness, and methodological rigor.
·
Critical
reading and data extraction using the bibliographic analysis matrix.
·
Coding
and thematic categorization of relevant content.
·
Synthesis
and interpretation of findings, identifying common patterns, pedagogical
approaches, successful experiences, challenges, and key recommendations.
This process identified emerging pedagogical
trends such as the eco-social approach, situated learning, interdisciplinary
project work, and the active participation of students and communities in
solving real environmental problems. Recurring limitations were also detected,
related to the lack of specialized teacher training, poor curriculum
coordination, and weak institutionalization of environmental education in
educational policies.
Methodological rigor was ensured through the
triangulation of sources, the updating of the documents consulted, and the
cross-checking of results by the research team. This strategy made it possible
to construct a comprehensive and critical view of environmental education in
Latin American schools from multiple approaches and territorial realities.
Results
From the analysis of the twenty studies
selected in this literature review, common patterns were identified regarding
the pedagogical practices and environmental education programs implemented in
Latin American schools between 2018 and 2025. First, it was evident that most
of the educational interventions reviewed adopt a cross-curricular approach,
incorporating environmental education not as a separate subject but as a
coordinating axis within the school curriculum.
Curricular approaches: cross-curricular and
interdisciplinary
One of the most consistent findings in the
literature reviewed is the tendency to incorporate environmental education as a
cross-curricular theme in the school curriculum, rather than treating it as a
separate subject. This approach allows environmental content to be integrated
into different subjects such as natural sciences, social studies, ethics, or
language, promoting a holistic understanding of the environment. In Mexico, the
“Ecoescuelas” program exemplifies this integration by
promoting multidisciplinary school projects focused on sustainability
(Rosas-Morales & Vásquez-Soto, 2021).
Active and contextualized teaching practices
Studies from Peru, Colombia, and Chile show a
preference for active methodologies such as problem-based learning (PBL),
cooperative learning, school research, and field trips.
These practices are linked to real-world
issues, encouraging student participation and the development of critical
thinking (García-Castro & Zárate, 2020; Yucra-Condori & Mamani, 2023).
In Ecuador, for example, the “Guardians of the Environment” project involved
students in concrete activities such as reforestation, composting, and
recycling, which strengthened their ecological commitment (Ortega-Torres et
al., 2023).
Territorial and environmental justice
approaches
In countries such as Brazil, environmental
education takes on a critical and territorial approach. The “Critical
Environmental Education” project promotes the participation of indigenous and
rural communities in the design of educational content and strategies, directly
addressing socio-environmental conflicts from a perspective of environmental
justice and cultural identity (Jacobi, 2019). These experiences enrich the
curriculum with local knowledge and highlight territorial struggles.
Teacher training: a recurring limitation
A frequent limitation identified in the
review is the lack of specific teacher training in environmental education.
Although teachers recognize the importance of the subject, many lack the
pedagogical tools or up-to-date knowledge to effectively integrate it into
their classes. A study in rural schools in Argentina showed that this lack
hinders the continuity and depth of school environmental initiatives (Martínez
& López, 2022).
Poor institutionalization and sustainability
of programs
In several countries in the region,
environmental education initiatives in schools arise from individual efforts,
temporary projects, or support from NGOs. However, the lack of a solid public
policy or its weak implementation compromises their sustainability. In
countries such as Colombia and Paraguay, there is a documented lack of
institutional structures to guarantee the permanence and expansion of these
programs (Jiménez et al., 2021).
Limited impact assessment
Another important weakness is the limited
assessment of the results of environmental education programs. Most studies
focus on indicators of participation or acquisition of theoretical knowledge,
but few measure changes in attitudes, habits, or sustainable behaviors in the
medium and long term. This limits the possibility of providing feedback on
practices and designing evidence-based policies.
Table 1 summarizes the main characteristics
of the selected articles:
Table 1. Structured synthesis of findings
|
Categoría |
Hallazgo
clave |
Fuente |
|
Currículo |
Educación ambiental como eje
transversal |
Rosas-Morales & Vásquez-Soto, 2021 |
|
Prácticas
pedagógicas |
Uso de ABP, trabajo
de campo, proyectos |
García-Castro &
Zárate, 2020; Ortega-Torres et al., 2023 |
|
Enfoques territoriales |
Integración de saberes locales y
conflictos ambientales |
Jacobi,
2019 |
|
Formación
docente |
Insuficiente
preparación y actualización |
Martínez & López,
2022 |
|
Institucionalización |
Programas dependientes de voluntades o
apoyos externos |
Jiménez et al., 2021 |
|
Evaluación |
Escasa medición de
impactos reales y sostenibles |
Generalizado en los
estudios revisados |
Source: (Own elaboration, 2025)
The results of this literature review reveal
a clear trend in Latin America toward the progressive incorporation of
environmental education as a relevant curricular component in schools. However,
this incorporation is still affected by deep structural, political, and
training gaps. While cross-cutting and interdisciplinary approaches offer
advantages by allowing for a holistic integration of environmental education
(Rosas-Morales & Vásquez-Soto, 2021), the lack of coherent national
curriculum guidelines in many countries prevents these initiatives from being
consolidated in a systematic and equitable manner.
As Jacobi (2019) warns, environmental
education cannot be limited to isolated activities or ephemeral celebrations,
but must be part of a critical pedagogy that promotes community empowerment,
analysis of power relations over natural resources, and recognition of local
knowledge. This approach is particularly relevant in a region characterized by
deep socio-environmental inequalities, territorial conflicts, and vulnerability
to climate change.
The findings also confirm the observations of
Jiménez et al. (2021), who warn that many environmental education programs in
Latin America lack formal institutional support, making them dependent on
individual actors, non-governmental organizations, or short-term local
initiatives. This hinders their sustainability over time and raises the urgent
need to strengthen public education policies on environmental issues, linking
them to the Sustainable Development Goals, especially SDG 4 (quality education)
and SDG 13 (climate action) (UNESCO, 2020).
On the other hand, the presence of active
methodologies in the studies analyzed reinforces the pedagogical value of
strategies such as problem-based learning, school projects, and participatory
research. These practices coincide with the postulates of Sauvé (2020), who
argues that transformative environmental education should foster cognitive,
affective, and ethical-political processes that enable students to understand
the complexity of socio-environmental problems and act accordingly. However,
the use of these methodologies is not yet widespread nor is it supported by
specialized teacher training.
In fact, the lack of specific teacher
training is one of the most critical obstacles identified, in line with the
findings of Martínez and López (2022). This shortcoming has a direct impact on
the quality and depth of teaching experiences and is exacerbated by the
scarcity of up-to-date and contextualized teaching materials. Strengthening
initial and continuing teacher training in environmental education is not only
a technical necessity but also an ethical priority in the face of environmental
degradation and its intergenerational consequences.
Another widely shared weakness in the region
is the limited impact assessment of environmental education programs. As
Ortega-Torres et al. (2023) point out, most initiatives measure immediate
achievements (such as participation or knowledge levels) but do not monitor
lasting changes in attitudes, behaviors, or sustainable practices. This
methodological limitation prevents the real scope of interventions from being
assessed and limits the possibility of scaling them up at the national level.
However, experiences such as the “Sustainable
Schools” program in Chile, promoted by the Ministry of the Environment, show
that when clear policies, institutional resources, and technical support are in
place, it is possible to consolidate school networks committed to sustainable
practices (Chilean Ministry of the Environment, 2020). This example underscores
the importance of having regulatory frameworks that support school initiatives
and coordinate intersectoral efforts.
In summary, the review shows significant
progress in incorporating environmental education into the Latin American
school system, but it also reveals structural challenges that must be addressed
urgently and strategically. Overcoming these challenges requires political
commitment, investment in education, teacher training, evidence generation,
and, above all, a pedagogical approach that recognizes the centrality of the
environment in the comprehensive education of students.
Conclusions
Environmental education in Latin American
schools has begun to establish itself as a relevant pedagogical strategy for
addressing contemporary ecological challenges. Its incorporation into the
curriculum, although still partial, reflects a paradigm shift toward more
comprehensive, contextualized, and participatory educational models, in which
the environment becomes a living pedagogical resource.
The active methodologies applied in various
regional experiences show that students respond positively when they are
involved in solving real environmental problems. These practices foster
critical thinking, social responsibility, and commitment to the environment,
which are key elements in the formation of environmentally conscious citizens.
However, the advancement of environmental
education is limited by insufficient teacher training, the lack of sustained
educational policies, and the absence of evaluation systems to measure its true
impact. These structural deficiencies require priority attention if
environmental education is to cease to be marginal and become effective public
policy.
Finally, the findings of this review show
that environmental education has great transformative potential when it is
based on territorial, inclusive, and critical approaches. Strengthening
networks between schools, communities, and government actors is key to
achieving sustainable, fair, and pedagogically meaningful implementation in the
long term.
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