Tendencias actitudinales del profesorado en formación hacia una educación ambiental transformadora

The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

“…All of this implies the presence of dynamics that enhance the active participation of individuals at the education centre and promote the implementation of innovative methods that encourage learning how to identify problems and solve them [ 45 ]. These dynamics increase the knowledge of environmental problems generated by irresponsible lifestyles, and they also help implement assessment methods that enable teachers to determine the participants’ level of learning.…”

“…To achieve this, teaching staff should be made aware of their responsibility to society [ 48 ] as professionals with capacity to influence the competencies of their students (students with SRSD). This should be crucial in their training so that their students are taught to act pro-environmentally on a daily basis within their individual environment [ 18 , 45 ]. Thus, future teachers must increase their awareness in order for them to act as individuals with increasingly more responsible consumption habits [ 49 ].…”

“…In the case of Higher Education (HE), it can be said that it is a source of learning about more pro-environmental private and professional lifestyles for students. For that reason, this level of education can act as a driving force in the acquisition of knowledge, attitudes, habits, and ultimately, competencies that help develop sustainability in our daily lives as a tool to improve and preserve the environment [ 10 , 18 , 45 , 46 , 52 , 53 , 54 ]. Planning and implementation, empathy, compassion, and solidarity, among others, are highlighted as key competences favouring SRSD [ 55 ].…”

“…This being said, reality shows that there is still a long way to go and that ESD could be implemented more extensively in university studies [ 29 , 45 , 53 , 56 , 62 , 63 , 64 , 66 ]. This is highly relevant in the case of teachers who are training to be professionals who will practice in any society where education is compulsory.…”

“…This is highly relevant in the case of teachers who are training to be professionals who will practice in any society where education is compulsory. That is to say, it is critical that they are made aware of the need to intervene at school and know how to educate (person with CSRSD), modelling a lifestyle that is in line with pro-environmental values (person with ISRSD) [ 45 , 62 ]. As a consequence, HE professors should ask themselves whether universities are training students to face the global challenges of society with responsibility [ 70 , 71 ], especially regarding aspects such as the problems of social sustainability and social and environmental injustice.…”