Políticas educativas en América Latina: Del modelo economicista a la educación para la sustentabilidad

Gonzalez, Loreley Mejia; Berrío, Sileny Estella Cujia; Cuello, Yuly Ines Liñan

doi:10.52080/rvgluz.27.100.13

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…Theory supports this significance by asserting that, in the case of education, pedagogical exercises will empower individuals to become active and engaged citizens who contribute to the growth and wellbeing of their communities (Jiménez-Munive et al, 2022). Additionally, it is claimed that, as education has the responsibility of forming conscious citizens, it needs to undergo a comprehensive transformation to maintain the validity of its role (Mejia González et al, 2022). Likewise, education has been considered the only possibility to lead humanity to a transformation ensuring ethical commitment to the survival of future generations (Javier et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

2024

Futurity Economics&Law

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It is increasingly imperative to foster consumption behaviours that are more environmentally responsible. In order to design impact and sustainable actions that promote a transition to a more sustainable society, it is crucial to understand the underlying motivators that drive this change. Within this framework, this study sought to demonstrate how the comprehensive experience of common goods (solidarity, work, rule of law, culture, and education) is linked to such consumption behaviours. In order to test this hypothesis, a hypothetical-deductive quantitative approach was utilised, employing the second-generation statistical technique of partial least squares structural equation modeling (PLS-SEM) for data analysis. The results revealed that only the common good of Solidarity exhibits a significant relationship with Sustainable Consumption Behaviour. Additionally, Work and Education as common goods demonstrate a relationship of relative importance with this behaviour. Additionally, relationships were found between the common good, showcasing the interconnectedness rooted in cultural norms that strengthen individuals' experiences and, thus, cultivate a sense of community - an essential component for promoting consciousness and modifying behaviours. The novelty of this work is that it was not only focused on governing the commons, but also on how they are distributed and maintained for the long term. The theoretical basis was that natural resources are finite goods to which everyone should have access; however, not everyone enjoys them. That is why a limitation in agency impedes the experience of common goods and, therefore, in sustainable consumption. This study demonstrated that prioritising the welfare of others in addition to oneself, known as altruism, enhances the satisfaction derived from selfless consumption. The implications of this research include the development of instructional interventions incorporating motivational aspects to encourage sustainable consumption practices, ultimately supporting the shift necessary for the well-being of future generations.

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Section: Discussionmentioning

confidence: 99%

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

2024

Futurity Economics&Law

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“…To manage education "towards the recognition of human and social complexity, as well as to promote sustainability, is to open the possibility of building a better world, lasting in time [...] allowing the passage towards a more just society" [46] (p. 1499); in this intention, the participation of committed teachers is essential to confront intolerable social realities "to reactivate citizenship, to think of another different world and to walk towards it. In other words, it is not simply a matter of training good architects, but better human beings.…”

Section: Literature Reviewingmentioning

confidence: 99%

“…At the macro level, "educational policies must be thought through with a view to the future, in order to take on the challenge of moving towards sustainability. In this process, the academy, understood as schools, high schools, universities, will set their plans, goals and specific objectives, but they must have social relevance" [46] (p. 1499).…”

Section: Literature Reviewingmentioning

confidence: 99%

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

et al. 2023

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This research arises from the need to know the elements that have an impact on the audiovisual competencies of adolescents during the confinements provoked to prevent the spread of COVID-19. The purpose is to diagnose the development of audiovisual communication skills among Ecuadorian adolescents as a contribution to sustainability, based on the intervention of educational actors. The methodology is qualitative, with a descriptive approach. The instruments used were: focus groups with parents, students, and teachers from public and private institutions in Ecuador; semi-structured interviews with experts: and non-participant observation. It can be concluded that adolescents acquire audiovisual skills, processes, and languages autonomously before entering college, but they do so without the social context, ethical values and responsibilities that should be part of complete media learning. The demands of online learning during the pandemic have resulted in the development of skills and attitudes, but they have not led to full media literacy. It is pertinent to provoke innovations and updates in the curricula of higher education, specifically in the careers of social communication, in order to be aware of the technological changes on the basis of deontological principles and in favour of democratic values, tolerance, and responsibility with the sustainability of nature and people.

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“…Management is the actions that make it possible to apply the norms in the social sphere. Thus, educational policies are amalgamated with the organizational culture of each educational institution (Mejía et al, 2022). For Ferrada et al (2018) It is important to improve teacher training in educational policies that are adjusted to elements of humanity, criticality and reflection, that respond to the demands of teachers' work, and that allow them to strengthen their pedagogical practices.…”

Section: Introductionmentioning

confidence: 99%

Educational Policies During the Pandemic and Pedagogical Practice in Secondary Educational Institutions

Pacori-Zapana,

Casa-Coila,

Turpo-Puma

et al. 2024

Intl. J. Rel.

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The pandemic altered global education with the closure of institutions and the adaptation of teaching methods, prompting the implementation of policies to ensure continuity of learning to meet challenges. The purpose was to identify the relationship between educational policies during Covid-19 and pedagogical practice in the Secondary Educational Institutions (IES) of the Local Educational Management Unit (UGEL) San Roman, Puno. The methodology was the quantitative approach, non-experimental cross-sectional correlational design. The population and sample consisted of 33 directors of the UGEL - San Román. The technique was the survey, whose instruments were the questionnaire of educational policies and pedagogical practice. The results were that the existence of correlation between the study variables was determined, with r=0.355 revealing a low positive correlation between the study variables. Concluding that the effects of educational policies are significant with pedagogical practice.

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Políticas educativas en América Latina: Del modelo economicista a la educación para la sustentabilidad

Cited by 4 publications

References 8 publications

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

Educational Policies During the Pandemic and Pedagogical Practice in Secondary Educational Institutions

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