A educação ambiental: acção climática afirmativa nos alunos de administração pública do ESPAM MFL
DOI:
https://doi.org/10.33448/rsd-v14i7.49255Palavras-chave:
Sustentabilidade, Alterações Comportamentais, Literacia Climática.Resumo
O objetivo desta investigação é sistematizar o conhecimento sobre educação ambiental e acções climáticas afirmativas para os estudantes de Administração Pública da Escuela Superior Politécnica Agropecuaria de Manabí Manuel Félix López (ESPAM MFL). A educação ambiental é fundamental para promover o envolvimento do clima na gestão pública. Este estudo avaliou o impacto de uma intervenção formativa em 147 alunos de Administração Pública da ESPAM MFL, distribuídos pelos três primeiros níveis do curso. Foram aplicados inquéritos antes e depois de uma estratégia baseada na metodologia ECAS, estruturada em quatro fases: conteúdos pedagógicos, workshops de sensibilização, actividades práticas e reflexão crítica, realizadas presencialmente com o apoio dos professores. Após a intervenção, o nível 1N-C revelou um aumento da concordância sobre a importância da ação climática afirmativa (de 51,43% para 74,37%) e sobre o conceito de pegada de carbono (de 43% para 58,99%). Além disso, 83,38% manifestaram vontade de alterar os seus hábitos de consumo e 84,18% reconheceram a sua responsabilidade pessoal na conservação. A participação em actividades ambientais também aumentou, embora permaneça baixa nos níveis mais elevados. O género feminino apresentou uma maior percentagem de concordância em quase todas as afirmações. Conclui-se que a intervenção melhorou substancialmente a compreensão, a perceção e o empenhamento ambientais, especialmente nos primeiros níveis. A aplicação de metodologias activas, contextualizadas e orientadas revela-se eficaz no reforço das competências climáticas dos alunos do ensino público.
Referências
Awuni, S., Adarkwah, F., Ofori, B. D., Purwestri, R. C., Huertas Bernal, D. C. & Hajek, M. (2023). Managing the challenges of climate change mitigation and adaptation strategies in Ghana. Heliyon, 9(5), e15491. https://doi.org/10.1016/j.heliyon.2023.e15491
Bedoya-Flores, M. C., Mesías-Simisterra, Á. E. & Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in Education. Ibero-American Journal of Education & Society Research, 3(1), 259-263. https://doi.org/10.56183/iberoeds.v3i1.626
Blaagaard, B. & Roslyng, M. M. (2022). Rethinking digital activism: The deconstruction, inclusion, and expansion of the activist body. MedieKultur: Journal of Media and Communication Research, 38(72), 045-064. https://doi.org/10.7146/mk.v38i72.125721
Blackstock, K., Waylen, K., Bourke, A. J. & Marshall, K. (2023). Agency and constraint in environmental policy coherence. Journal of Political Ecology, 30(1). https://doi.org/10.2458/jpe.3055
Blok, K., Afanador, A., Van Der Hoorn, I., Berg, T., Edelenbosch, O. Y. & Van Vuuren, D. P. (2020). Assessment of Sectoral Greenhouse Gas Emission Reduction Potentials for 2030. Energies, 13(4), 943. https://doi.org/10.3390/en13040943
Burkhardt, K., Nguyen, P. & Poincelot, E. (2020). Agents of change: Women in top management and corporate environmental performance. Corporate Social Responsibility and Environmental Management, 27(4), 1591-1604. https://doi.org/10.1002/csr.1907
Buttazzoni, A. (2022). Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review. Compass: Journal of Learning and Teaching, 15(1). https://doi.org/10.21100/compass.v15i1.1285
Chen, J., Lee, J. C.-K. & Dong, J. (2020). Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01034
Comisión Económica para América Latina y el Caribe [CEPAL]. (2022). Panorama social de América Latina y el Caribe: 2022 : la transformación de la educación como base para el desarrollo sostenible. Naciones Unidas, CEPAL. https://repositorio.cepal.org/server/api/core/bitstreams/3ca376cf-edd4-4815-b392-b2a1f80ae05a/content
Concina, E. & Frate, S. (2023). Assessing University Students’ Beliefs and Attitudes towards Sustainability and Sustainable Development: A Systematic Review. Trends in Higher Education, 2(4), 705-717. https://doi.org/10.3390/higheredu2040041
Díaz-Iso, A., Eizaguirre, A. & García-Olalla, A. (2020). Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country. International Journal of Environmental Research and Public Health, 17(12), 4422. https://doi.org/10.3390/ijerph17124422
Esteban Ibáñez, M., Lucena Cid, I. V., Amador Muñoz, L. V. & Mateos Claros, F. (2020). Environmental Education, an Essential Instrument to Implement the Sustainable Development Goals in the University Context. Sustainability, 12(19), 7883. https://doi.org/10.3390/su12197883
Falcinelli, I., Fini, C., Mazzuca, C. & Borghi, A. M. (2024). The TECo Database: Ecological and Technological Concepts at the Interface Between Abstractness and Concreteness. Collabra: Psychology, 10(1). https://doi.org/10.1525/collabra.120327
Fortin, M., Stewart, M., Ngangue, P., Almirall, J., Bélanger, M., Brown, J. B., Couture, M., Gallagher, F., Katz, A., Loignon, C., Ryan, B. L., Sampalli, T., Wong, S. T. & Zwarenstein, M. (2021). Scaling Up Patient-Centered Interdisciplinary Care for Multimorbidity: A Pragmatic Mixed-Methods Randomized Controlled Trial. The Annals of Family Medicine, 19(2), 126-134. https://doi.org/10.1370/afm.2650
Frank, P., Henkel, G. & Lysgaard, J. A. (2024). Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education. Environmental Education Research, 30(9), 1477-1499. https://doi.org/10.1080/13504622.2024.2371507
Garcia, A. L., Universidad Tecnológica de Tulancingo, Corona, K., Hernandez, M. E., Hernandez, R., Villalpa, H., Universidad Tecnológica de Tulancingo, Universidad Tecnológica de Tulancingo & Universidad Tecnológica de Tulancingo. (2024). Diseño y validación de contenido por juicio de expertos de un instrumento para evaluar la efectividad del proceso educativo relacionado al emprendimiento en estudiantes de educación superior. Espacios, 45(04), 179-189. https://doi.org/10.48082/espacios-a24v45n04p14
García, E., Albareda, S., Solís, C. & Jiménez, R. (2022). Transformative Education for Sustainable Consumption. Trends in Higher Education, 1(1), 1-15. https://doi.org/10.3390/higheredu1010001
González, R. & Caza, P. (2024). Proyecciones climáticas, los avances de Ecuador. Proyecciones climáticas, los avances de Ecuador. https://adaptacioncc.com/home
Granato, C., Campera, M. & Bulbert, M. (2025). Active Learning Affects Children’s Intention to Act and Awareness of the Importance of Nature and Understanding Environmental Change. World, 6(2), 36. https://doi.org/10.3390/world6020036
Grund, J. & Brock, A. (2020). Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability, 12(7), 2838. https://doi.org/10.3390/su12072838
Hadjar, A. & Backes, S. (2023). Gender, teaching style, classroom composition and alienation from learning: An exploratory study. Educational Research, 65(1), 121-142. https://doi.org/10.1080/00131881.2022.2143388
Hajri, O. & Daife, Y. (2024). The role of social media in engaging young people in environmental issues. E3S Web of Conferences, 477, 00079. https://doi.org/10.1051/e3sconf/202447700079
Hayati, R. S. (2020). Pendidikan lingkungan berbasis experiential learning untuk meningkatkan literasi lingkungan. Humanika, 20(1), 63-82. https://doi.org/10.21831/hum.v20i1.29039
Henderson, T. S., Michel, J. O., Bryan, A., Canosa, E., Gamalski, C., Jones, K. & Moghtader, J. (2022). An Exploration of the Relationship between Sustainability-Related Involvement and Learning in Higher Education. Sustainability, 14(9), 5506. https://doi.org/10.3390/su14095506
Horn, A., Scheffelaar, A., Urias, E. & Zweekhorst, M. (2025). Training students for complex sustainability issues: A literature review on the design of inter- and transdisciplinary higher education. 24(1), 1-27. https://doi.org/10.1108/ijshe
Hurtado, T. & Solórzano, B. (2021). Educación ambiental para la conciencia ambiental en estudiantes de la unidad mater miseicordiae, Calceta, cantón Bolivar [INFORME DE TRABAJO DE TITULACIÓN PREVIA LA OBTENCIÓN DEL TÍTULO DE INGENIERO EN MEDIO AMBIENTE, Escuela Superior Politécnica Agropecuaria de Manabí - Manuel Félix López]. https://repositorio.espam.edu.ec/bitstream/42000/1425/1/TTMA18D.pdf
Ibanez, L. & Roussel, S. (2021). The effects of induced emotions on environmental preferences and behavior: An experimental study. PLOS ONE, 16(9), e0258045. https://doi.org/10.1371/journal.pone.0258045
Intergovernmental Panel on Climate Change [IPCC]. (2020). Summary for Policymakers of IPCC Special Report on Global Warming of 1.5°C approved by governments. ipcc. https://www.ipcc.ch/
Jacob, K. & Ekins, P. (2020). Environmental policy, innovation and transformation: Affirmative or disruptive? Journal of Environmental Policy & Planning, 22(5), 709-723. https://doi.org/10.1080/1523908X.2020.1793745
Kabanshi, A. (2020). Are We Overestimating the Benefits of Emission Reduction Measures? Sustainability, 12(3), 808. https://doi.org/10.3390/su12030808
Kowasch, M. (2024). Climate activism, environmental justice and ecopedagogy – a collaboration project between FFF activists and trainee teachers in Austria. 31.
Layrargues, P. P. (2020). Pandemias, colapso climático, antiecologismo: Educação Ambiental entre as emergências de um ecocídio apocalíptico. Revista Brasileira de Educação Ambiental (RevBEA), 15(4), 1-30. https://doi.org/10.34024/revbea.2020.v15.10861
Li, Y., Wang, B. & Saechang, O. (2022). Is Female a More Pro-Environmental Gender? Evidence from China. International Journal of Environmental Research and Public Health, 19(13), 8002. https://doi.org/10.3390/ijerph19138002
Mahaswa, R. K., Prayuda, G. B. N. & Riziq, L. B. (2024). The Urgency of Environmental Education in Kurikulum Merdeka: A Geophilosophical Approach. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(1), 113-124. https://doi.org/10.37680/qalamuna.v16i1.3901
Martínez, Á. (2020). La educación como fundamento orientador hacia una cultura ambiental. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 10(20). https://doi.org/10.23913/ride.v10i20.654
Ministerio del Ambiente, Agua & Transición Ecológica [MAATE]. (2023). Proyecto Plan Nacional de Adaptación al Cambio Climático (PLANACC)- (2023-2027) (p. 194) [Técnico]. Ministerio del Ambiente, Agua y Transición Ecológica [MAATE]. https://www.ambiente.gob.ec/wp-content/uploads/downloads/2023/02/PNA_Plan-Nacional-de-Adaptacion_2023_2027.pdf
Molera, L., Sánchez-Alcázar, E. J., Faura-Martínez, Ú., Lafuente-Lechuga, M., Llinares-Ciscar, J. V., Marín-Rives, J. L., Martín-Castejón, P. J., Puigcerver-Peñalver, M. C. & Sánchez-Antón, M. C. (2021). Embedding Sustainability in the Economics Degree of the Faculty of Economics and Business of the University of Murcia: A Methodological Approach. Sustainability, 13(16), 8844. https://doi.org/10.3390/su13168844
Newell, P., Twena, M. & Daley, F. (2021). Scaling behaviour change for a 1.5 degree world: Challenges and opportunities. Global Sustainability, 1-25. https://doi.org/10.1017/sus.2021.23
Oe, H., Yamaoka, Y. & Ochiai, H. (2022). A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework. International Journal of Environmental Research and Public Health, 19(6), 3528. https://doi.org/10.3390/ijerph19063528
Olujobi, O. J. & Odogbo, I. S. (2024). Strategic evaluation of the 2021 Nigeria Climate Change Act: Surmounting challenges, paving the way for success, and envisioning future trajectories. Social Sciences & Humanities Open, 10, 100928. https://doi.org/10.1016/j.ssaho.2024.100928
O’Neill, B. C., Carter, T. R., Ebi, K., Harrison, P. A., Kemp-Benedict, E., Kok, K., Kriegler, E., Preston, B. L., Riahi, K., Sillmann, J., Van Ruijven, B. J., Van Vuuren, D., Carlisle, D., Conde, C., Fuglestvedt, J., Green, C., Hasegawa, T., Leininger, J., Monteith, S. & Pichs-Madruga, R. (2020). Achievements and needs for the climate change scenario framework. Nature Climate Change, 10(12), 1074-1084. https://doi.org/10.1038/s41558-020-00952-0
Pereira A. S. et al. (2018). Metodología da pesquisa científica. [free e-book]. Santa Maria/RS. Ed. UAB/NTE/UFSM.
Pihkala, P. (2020). Eco-Anxiety and Environmental Education. Sustainability, 12(23), 10149. https://doi.org/10.3390/su122310149
Rădulescu, C.-V., Mănescu, C.-O., Popescu, M.-L. & Burlacu, S. (2023). Sustainable Development in Public Administration: Research, Practice, and Education. European Journal of Sustainable Development, 12(4), 27. https://doi.org/10.14207/ejsd.2023.v12n4p27
Romero, V. F., Foreman, J., Strang, C., Rodriguez, L., Payan, R., Bailey, K. M. & Olsen, S. (2022). Racial equity and inclusion in United States of America-based environmental education organizations: A critical examination of priorities and practices in the work environment. Journal of Outdoor and Environmental Education, 25(1), 91-116. https://doi.org/10.1007/s42322-022-00099-w
Rosa, S., Olivia, I., Gayatri, S., Fitria, T. N. & Rojabi, A. R. (2021). Increasing youth awareness of local culture through active learning. Cypriot Journal of Educational Sciences, 16(4), 1582-1601. https://doi.org/10.18844/cjes.v16i4.6014
Ruyffelaert, A. (2022). Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: A multidisciplinary didactic proposal. Language Learning in Higher Education, 12(2), 617-626. https://doi.org/10.1515/cercles-2022-2063
Scopelliti, M., Barni, D. & Rinallo, E. (2022). My Parents Taught…Green Was My Growth! The Role of Intergenerational Transmission of Ecological Values in Young Adults’ Pro-Environmental Behaviors and Their Psychosocial Mechanisms. International Journal of Environmental Research and Public Health, 19(3), 1670. https://doi.org/10.3390/ijerph19031670
Smith, J. G. & McPherson, M. L. (2020). A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving. Elem Sci Anth, 8(1). https://doi.org/10.1525/elementa.085
Thor, D. & Karlsudd, P. (2020). Teaching and Fostering an Active Environmental Awareness Design, Validation and Planning for Action-Oriented Environmental Education. Sustainability, 12(8), 3209. https://doi.org/10.3390/su12083209
Uba, K., Lavizzari, A. & Portos, M. (2023). Experience of economic hardship and right-wing political orientation hinder climate concern among European young people. Journal of Contemporary European Studies, 31(3), 835-856. https://doi.org/10.1080/14782804.2022.2061433
Velempini, K. (2025). Assessing the Role of Environmental Education Practices Towards the Attainment of the 2030 Sustainable Development Goals. Sustainability, 17(5), 2043. https://doi.org/10.3390/su17052043
Watabe, A. & Gilby, S. (2020). To See a World in a Grain of Sand—The Transformative Potential of Small Community Actions. Sustainability, 12(18), 7404. https://doi.org/10.3390/su12187404
Xie, J., Nozawa, W. & Managi, S. (2020). The role of women on boards in corporate environmental strategy and financial performance: A global outlook. Corporate Social Responsibility and Environmental Management, 27(5), 2044-2059. https://doi.org/10.1002/csr.1945
Žalėnienė, I. & Pereira, P. (2021). Higher Education For Sustainability: A Global Perspective. Geography and Sustainability, 2(2), 99-106. https://doi.org/10.1016/j.geosus.2021.05.001
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2025 Mirian Alejandra Celorio Mendoza; María de Lourdes Vintimilla Proaño; Verónica Vera Villamil
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
1) Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
2) Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
3) Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
