Education Teachers’ Perception of Effective Resources and Methodologies for Environmental Education for Sustainability

Abstract

Climate change requires a systemic approach that involves all actors capable of intervening and promoting urgent action to reduce its consequences. Media literacy strategies that promote fair, critical and effective environmental education for sustainability can be implemented in schools. This research analyses teachers' perceptions of the characteristics of the application and effective use of tools, techniques, resources and methods aimed at increasing awareness, sensitivity and environmental literacy in relation to recycling and the circular economy. Using a questionnaire administered with LimeySurvey and validated by an expert judgement and a pilot test, 271 responses were collected from general education teachers in the Community of Madrid (error: ±5%; confidence level: 95%). The results evaluate the spaces, resources and strategies for teaching recycling and circular economy, taking into account the teachers' perceptions. The conclusion is that continuous training of teachers in active methodologies and in the use of pedagogical-communicative content related to recycling and circular economy is essential. It is recommended to develop activities aimed at the educational community around the centre, promote participatorymethods and use the potential of digital resources to promote critical environmental literacy and education for sustainability