Consciencia sostenible: un análisis temático, disciplinario, metodológico y el rol fundamental de la educación
Resumen
La crisis ambiental ha motivado un interés creciente por la sostenibilidad en la sociedad actual. En ciencias sociales y educación, ese interés se traduce en estudios relativos a sostenibilidad y al concepto de consciencia sostenible (CS) como foco central. Con el objeto de identificar y describir la trayectoria de la investigación respecto de CS, la presente revisión sistemática utiliza la metodología PRISMA aplicada a las bases de datos Web of Science y Scopus entre 2004 y 2024, con los buscadores sustainability awareness y sustainability consciousness, y distintas combinaciones relacionadas con el ámbito educativo. La producción de artículos es contabilizada por año y país, y analizada con base a seis criterios de clasificación: conceptual, temático, paradigma, tipo de problema, alcance y disciplinas. Se observa un predominio de artículos sobre sostenibilidad que abordan el saber, la actitud y el comportamiento, dentro de la dimensión ambiental, social y económica, confirmando la esencia de la definición de CS. La mayoría de los estudios son cuantitativos (χ²=63.990 gl (2), p < .05), empíricos (χ²=350.588 gl (3), p < .05), y exploratorios (χ²=16.505 gl (3), p < .05), destacando en cantidad y alcance los estudios de ciencias ambientales y ecología dentro del contexto educativo (χ²=230.708 gl (8), p < .05). Los resultados revelan que la experiencia educativa en sostenibilidad tiene efectos en la CS de estudiantes, resaltando la formación continua del profesorado y programas específicos para promover la sostenibilidad. La preocupación inicial del concepto de CS, en educación, se ha expandido rápidamente a otras disciplinas.
Citas
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