Environmental Education in Schools: A Review of Programs and Teaching Practices in Latin America

Abstract

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.