RT info:eu-repo/semantics/article
T1 How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal
A1 Suárez López, Rafael
A1 Eugenio Gozalbo, Marcia
K1 Curriculum; ecocentrism; education; formal environmental education; primary education; secondary education; sustainability
AB Sustainability is one of the most important challenges for presentand future societies, which needs to be urgently and adequatelyaddressed from Education. This study qualitatively analyses thecurricula of primary and secondary education in Spain andPortugal, with the objective of assessing how sustainability isaddressed across compulsory education in both countries. Theresults show a limited presence of sustainability in the curricula ofboth countries, the coexistence of different and sometimes inconsistentconceptions of sustainability, deficiencies in the inclusionof the social and economic dimensions, and a questionabletechnological optimism as the solution to sustainability problems.Such findings provide with a basis to improve curricula, also inother countries. Future curricular designs should seek a moreambitious approach to sustainability based on the equal importanceof its three dimensions, an effective cross-curricular character,critical thinking, and an ecocentric ethics.
PB Routledge. Taylor & Francis Group
SN INTERNATIONAL RESEARCH IN GEOGRAPHICAL AND ENVIRONMENTAL EDUCATION
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/74827
UL https://uvadoc.uva.es/handle/10324/74827
LA spa
NO Rafael Suárez-López & Marcia Eugenio-Gozalbo (2022) How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal, International Research in Geographical and Environmental Education, 31:2, 106-122, DOI: 10.1080/10382046.2021.1924498
NO Producción Científica
DS UVaDOC
RD 17-abr-2025