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Characterization of Environmental Education in Spanish Geography Textbooks

Author

Listed:
  • Juan Antonio García-González

    (Departamento de Geografía y Ordenación del Territorio, Facultad de Humanidades de Albacete, Universidad de Castilla-La Mancha, 02071 Albacete, Spain)

  • Saúl García Palencia

    (CEIP San Isidro, 45690 Toledo, Spain)

  • Irene Sánchez Ondoño

    (Departamento de Geografía y Ordenación del Territorio, Facultad de Humanidades de Albacete, Universidad de Castilla-La Mancha, 02071 Albacete, Spain)

Abstract

Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

Suggested Citation

  • Juan Antonio García-González & Saúl García Palencia & Irene Sánchez Ondoño, 2021. "Characterization of Environmental Education in Spanish Geography Textbooks," Sustainability, MDPI, vol. 13(3), pages 1-22, January.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1159-:d:485317
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    References listed on IDEAS

    as
    1. Ramón Martínez-Medina & José C. Arrebola, 2019. "Analysis of Sustainability Activities in Spanish Elementary Education Textbooks," Sustainability, MDPI, vol. 11(19), pages 1-14, September.
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    Cited by:

    1. Sheng Miao & Michael E Meadows & Yushan Duan & Fengtao Guo, 2022. "How Does the Geography Curriculum Contribute to Education for Sustainable Development? Lessons from China and the USA," Sustainability, MDPI, vol. 14(17), pages 1-19, August.
    2. María-Carmen Ricoy & Cristina Sánchez-Martínez, 2022. "Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification," IJERPH, MDPI, vol. 19(3), pages 1-19, January.
    3. Cheng-Chieh Chang & Thakkar Chandni Hirenkumar & Chin-Kuo Wu, 2021. "The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA," Sustainability, MDPI, vol. 13(8), pages 1-25, April.

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