The Concept of Waste within the Framework of Sustainable Development through the Analysis of the Secondary Education Curriculum

Martínez‐Borreguero, Guadalupe; Jimenez, Jesus; Naranjo-Correa, Francisco Luis

doi:10.12973/ejmste/79654

Cited by 6 publications

(17 citation statements)

References 18 publications

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“…• Specific Objective 1 (SO1): To elaborate and validate a knowledge test on waste. For this purpose, the categories obtained in the analysis of the Secondary Education curriculum regarding the concept of waste have been taken as a reference [50].…”

Section: Objectivesmentioning

confidence: 99%

“…A previous study based on an analysis of the Compulsory Secondary Education (CSE) and Non-compulsory Secondary Education (Baccalaureate) curricula [52,53] in Spain on the concept of waste in the framework of sustainable development [50] was taken into consideration in order to elaborate the measuring instrument. The categories established in this study served as a reference for the proper design of the test to assess the amount of knowledge of teachers in training (the complete questionnaire can be found in Appendix A).…”

Section: Design Of the Measuring Instrumentmentioning

confidence: 99%

“…The maximum score of the questionnaire was normalized to 100 points. The main purpose has been to design a scale to assess the amount of knowledge of secondary school teachers in training, based on the concept of waste in the curriculum [50]. It consists of elaborating a series of items in each category that constitute a representative sample, as well as formulating the statements in a concise and clear manner for a correct understanding.…”

Section: Design Of the Measuring Instrumentmentioning

confidence: 99%

“…Focusing on the concept of waste in the framework of education, several studies have also been carried out. Some authors [50] have analysed the concept of waste in the education curriculum and the treatment given to this concept within the framework of sustainable development. Other studies [49] have evaluated the impact of a waste education programme on the school environment.…”

Section: Introductionmentioning

confidence: 99%

“…For this reason, it is considered necessary for society to be aware of the existence of problems in the environment that are part of our daily lives. While some people appreciate the importance of nature, many others do not perceive its deterioration [50]. Therefore, education for sustainable development must be addressed to all within a perspective of continuous training, which captures all possible learning spaces, formal as well as non-formal and informal.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

et al. 2019

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The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.

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Section: Objectivesmentioning

confidence: 99%

Section: Design Of the Measuring Instrumentmentioning

confidence: 99%

Section: Design Of the Measuring Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

et al. 2019

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Towards a Responsive Science Education for Sustainable Development

Canlas

2024

World Sustainability Series

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An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

Gutierrez-Rivera,

Escobar-Sierra,

Polanco

et al. 2024

IJEM

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PurposeThis study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.Design/methodology/approachDeductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.FindingsThe results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.Research limitations/implicationsThe Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.Practical implicationsA practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sustainability.Social implicationsThe present study impacts the depth that the proposal of the global educational pact can reach in the reality of Catholic schools in Latin America. The seriousness with which its leaders take the issue of sustainability from this perspective can contribute to the sustainability of life itself.Originality/valueThe originality of this research is that it constitutes the first Sustainability framework in Latin America in Catholic schools from an organizational approach.

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The Concept of Waste within the Framework of Sustainable Development through the Analysis of the Secondary Education Curriculum

Cited by 6 publications

References 18 publications

Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

Towards a Responsive Science Education for Sustainable Development

An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

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