Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

https://doi.org/10.62574/rmpi.v5i1.254

Environmental education and the impact of climate change on a local

colombian ecosystem

Educación ambiental e impacto del cambio climático en un ecosistema

local colombiano

Yeimy Paola Lizcano-Pabón

yeimypabon.est@umecit.edu.pa

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá,

Provincia de Panamá, Panamá

https://orcid.org/0009-0005-9150-1867

ABSTRACT

The objective of the research is to analyse environmental education and the impact of climate

change in a local Colombian ecosystem focused on the San Antonio Educational Institution,

located in the municipality of Villa del Rosario, Norte de Santander in Colombia.

Methodologically, it was approached from the qualitative approach and interpretative paradigm

through a phenomenological research in 03 research subjects. The importance of connecting

the curricular contents with the local environmental reality is highlighted, promoting citizen,

scientific and critical competences that allow students to understand and act in the face of the

challenges of climate change. In this sense, categories were identified such as: i) the

relationship between the curriculum and environmental culture, ii) competences related to

environmental training, iii) didactic strategies for the inclusion of environmental culture, iv)

educational contents oriented towards environmental sustainability and v) proposals for a

critical-constructive didactics.

Descriptors: environmental sciences; ecosystems; environmental education. (Source:

UNESCO Thesaurus).

RESUMEN

Se presenta como objetivo de investigación analizar la educación ambiental e impacto del

cambio climático en un ecosistema local colombiano focalizado en la Institución Educativa San

Antonio, ubicada en el municipio de Villa del Rosario, Norte de Santander en Colombia.

Metodológicamente se planteó desde el enfoque cualitativo y paradigma interpretativo

mediante una investigación fenomenológica en 03 sujetos de investigación. Se destaca la

importancia de conectar los contenidos curriculares con la realidad ambiental local,

promoviendo competencias ciudadanas, científicas y críticas que permitan a los estudiantes

comprender y actuar frente a los desafíos del cambio climático. En este sentido, se identificaron

categorías como: i) la relación entre el plan de estudios y la cultura ambiental, ii) las

competencias relacionadas con la formación ambiental, iii) las estrategias didácticas para la

inclusión de la cultura ambiental, iv) los contenidos educativos orientados a la sostenibilidad

ambiental y las v) propuestas para una didáctica crítico-constructiva.

Descriptores: ciencias ambientales; ecosistema; educación ambiental. (Fuente: Tesauro

UNESCO).

Received: 21/09/2024. Revised: 03/10/2024. Approved: 05/11/2024. Published: 17/01/2025.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

INTRODUCTION

Climate change represents one of the greatest contemporary challenges, not only because of its

devastating effects on ecosystems, but also because of the social, economic and cultural

implications it generates. In Colombia, a country with exceptional natural wealth, the impacts of

climate change are especially visible in local ecosystems, where communities face phenomena

such as the loss of biodiversity, the degradation of natural resources and the alteration of

climate cycles. In this context, environmental education is based on a pedagogical proposal to

form critical citizens, aware of and committed to sustainability, capable of understanding the

complexity of environmental problems and acting accordingly.

From a pedagogical perspective, environmental education not only seeks to transmit knowledge

about the environment, but also to develop competencies, values and attitudes that allow

students to actively participate in the construction of solutions to environmental challenges. In

this sense, the school becomes a privileged space for the formation of environmentally

responsible citizenship, by integrating processes of reflection, critical analysis and

transformative action into its educational practices. In this particular case study, the San Antonio

Educational Institution, located in the municipality of Villa del Rosario, Norte de Santander in

Colombia, is a scenario for exploring how environmental education can contribute to mitigating

the effects of climate change in a local ecosystem. This municipality, located in a border region

and characterised by its ecological diversity, faces complex environmental problems that require

a comprehensive and contextualised educational approach.

Thus, activating environmental education from a transformative pedagogical perspective

demands an educational response that transcends the mere transmission of information and

promotes meaningful and transformative learning. Amaya-Corredor et al. (2020) and Hurtado-

Loaiza (2024) have highlighted the importance of incorporating environmental education into

school curricula, not only as a thematic content, but as a cross-cutting theme that articulates the

different areas of knowledge. In the Colombian case, authors such as Flórez-Yepes (2015) and

Ortiz-Torres (2021) have pointed out that, although there is progress in the implementation of

environmental education policies, there are still challenges related to teacher training, the

availability of pedagogical resources and the connection between educational institutions and

local communities.

However, despite the progress made, environmental education in Colombia faces important

challenges. Carvajal-Suárez & Moreno-Flores (2023) highlight the need to integrate the

environmental dimension into higher education curricula, promoting interdisciplinary training that

allows environmental problems to be addressed comprehensively. Subía-Cabrera & Subía-

Cabrera (2022) emphasise that environmental policies must be strengthened to guarantee the

right to a healthy environment, while Escobar (2023) highlights the importance of environmental

education in the formation of aware and responsible citizens in the face of the challenges of

climate change.

In accordance with the above, the objective of this research is to analyse environmental

education and the impact of climate change in a local Colombian ecosystem focused on the

San Antonio Educational Institution, located in the municipality of Villa del Rosario, Norte de

Santander in Colombia.

Theoretical reference

In Colombia, a country with a great natural wealth and diversity of ecosystems, environmental

education not only seeks to raise awareness about the importance of caring for the

environment, but also to train people who are committed to and responsible for their

surroundings. This theoretical framework explores how environmental education can help

mitigate and adapt to the effects of climate change, analysing its impact on local ecosystems

and its integration into educational processes.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

Environmental education

Environmental education is a comprehensive pedagogical process that seeks to form critical,

responsible citizens committed to the sustainability of the environment. In the Colombian

context, Flórez-Yepes (2015) points out that this education has evolved towards the

incorporation of sustainable development in educational curricula, promoting a balance between

theoretical learning and practical action, which allows students to understand the relationship

between human beings and the environment, and to develop competences to face

environmental challenges.

On the other hand, Peñata-Luna & Cuellar-López (2022) emphasise that, although significant

progress has been made in the implementation of environmental education in Colombia, there

are still challenges to be overcome in order to consolidate an ecological culture that will enable

the effects of climate change to be tackled. In this sense, Ortiz-Torres (2021) indicates that the

environmental education policy in the country is aligned with the Sustainable Development

Goals (SDGs) of the 2030 Agenda, which reinforces its relevance in the training of global

citizens with environmental awareness. From a transformative perspective, Hurtado-Loaiza

(2024) proposes that environmental education in rural contexts should empower communities to

become agents of change, which is complemented by the approach of Quintero-Ferrer &

Solano-Peña (2023), who emphasise the importance of starting environmental education from

early childhood, as this stage is crucial for the formation of values and attitudes towards care for

the environment.

Local ecosystems and their relationship to education

Climate change is one of the greatest global challenges and has a direct impact on Colombia's

strategic ecosystems, such as mangroves, moorlands and tropical forests. In this regard, Silva-

Beleño, Bolívar & Jiménez-Pitre (2022) analyse the risks that climate change poses to the flora

and fauna of mangroves in the Colombian Caribbean, highlighting the need to implement

educational strategies that raise awareness among communities about the importance of

conserving these ecosystems. In the educational field, Rodríguez-Pacheco, Mejía-Rodríguez &

Sánchez-Buitrago (2021) explore the perceptions of university students on climate change,

identifying that this phenomenon is seen as a critical threat to biodiversity and ecosystem

services, this research highlights the importance of including climate change as a transversal

axis in educational programmes, promoting a comprehensive understanding of environmental

problems.

On the other hand, Molina-Orjuela, Chavarro-Ospina & Guzmán-Alvarado (2022) address the

impacts of the Colombian armed conflict on the environment, highlighting how the degradation

of local ecosystems can be mitigated through remediation actions that include environmental

education as an essential component. Likewise, Menza-Ortega, Chapi-Chenas & Santander-

Moreno (2024) analyse crimes against the environment and their relationship with the protection

of environmental rights, highlighting the need to strengthen public policies and environmental

education to prevent these crimes. While Amaya-Corredor et al. (2020) present a case study in

Bucaramanga, where educational strategies were implemented to raise community awareness

of the importance of climate change adaptation in urban environments, this type of pedagogical

experience demonstrates how education can be a driver of change in building resilient

communities.

Environmental education as a strategy

Environmental education is presented as a pedagogical tool to mitigate and adapt to the effects

of climate change, in this order, Plata-Range & Ibáñez-Velandia (2020) highlight the relevance

of environmental education in rural communities, where local knowledge and sustainable

practices can contribute significantly to resilience in the face of climate change. Escobar (2023)

emphasises the importance of strengthening environmental education in basic education,

especially in vulnerable contexts, to ensure an adequate understanding of environmental

problems and foster sustainable solutions.

From a broader perspective, Cardona-Castaño, Lamprea-Zona & Cubides-Suárez (2021) point

out that it is necessary to build a deeper understanding of climate change from the classroom,

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

integrating scientific knowledge and local knowledge. This perspective is in line with the analysis

of Prosser-Bravo, Arboleda-Ariza & Bonilla-Hevia (2020), who examine how education for

climate change was addressed in the statements of the high segment of COP25, highlighting

the importance of including environmental knowledge in international and local policies.

Environmental leadership and policy in education

Sustainable ecological leadership is an essential component for the preservation of local

ecosystems and the promotion of effective environmental education. In this sense, Guanipa-

Ramírez (2021) proposes a leadership that encourages the active participation of communities

in environmental conservation, highlighting the importance of training leaders who can articulate

educational and political actions to face environmental challenges.

In the field of public policy, Subía-Cabrera & Subía-Cabrera (2022) mention that environmental

policies should guarantee the right to a healthy environment, while Rojas-Vélez & Londoño-

Pineda (2016) suggest that environmental education should transcend traditional teaching,

promoting the creation of sustainability networks that involve diverse social actors. These

networks can be a bridge between communities, educational institutions and governments to

implement effective environmental education strategies.

METHOD

From a methodological context, a qualitative approach and an interpretative paradigm were

used through a phenomenological research with the intention of understanding and analysing

the experiential perceptions on environmental education and the impact of climate change in a

local Colombian ecosystem.

In terms of the geographical spatial context, the reference point was the San Antonio

Educational Institution, located in the municipality of Villa del Rosario, Norte de Santander in

Colombia.

The study population consisted of 3 key informants, constituted as research subjects, who

contributed directly from their life and professional experience, important aspects to the subject

of study, through the generation of an open interview, which were coded as follows:

DEP1 = Research subject 1

DEP2 = Research subject 2

DEP3 = Research subject 3

The interviews were recorded, transcribed and analysed through a process of thematic coding,

which allowed for the identification of patterns and categories relevant to the study. The

interviews were analysed through phenomenological reduction, supported by the technique of

content analysis to scrutinise the fundamental aspects to be presented in the results section.

RESULTS

From the analysis of the interview, the results of the research were processed, firstly, the open

coding is presented (table 1), to then present the axial coding (table 2), in this the categories

and subcategories of research are highlighted as an essential product for the thematic analysis

as a research product, in this sense, it is presented:

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

Table 1. Categorisation of observations on environmental culture.

Category

Subcategories

DEP1: Relationship with the

PRAE to raise awareness about

environmental issues.

DEP2: Focus on ecosystems

and environmental balance.

DEP3: Planet conservation

through cross-curricular

projects.

Relationship between the

curriculum and environmental

culture

- Cross-curricular projects

(PRAE).

- Early environmental

awareness.

- Human impact on

environmental balance.

DEP1: Citizenship

competencies and STS from

curricular standards.

DEP2: DBA as a guide to

acquire specific knowledge and

skills.

DEP3: Enhancement of

scientific competencies in the

Natural Sciences area.

Competencies related to

environmental education

- Citizenship competencies.

- Science, technology, and

society (STS).

- Inquiry and explanation of

phenomena.

DEP1: Freedom of teaching in

the inclusion of environmental

culture.

DEP2: Practical activities such

as recycling and cleaning.

DEP3: Use of cross-curricular

projects like PRAE.

Teaching strategies for the

inclusion of environmental

culture

- Freedom of teaching.

- Practical activities (recycling,

cleaning, talks).

- Cross-curricular projects

(PRAE).

DEP1: Explicit content in the

STS component.

DEP2: Participatory techniques

and practical activities.

DEP3: Focus on ecosystems

and the cross-curricular nature

of PRAE.

Educational content oriented

toward environmental

sustainability

- Science, technology, and

society (STS).

- Biological processes and

ecosystems.

- Cross-curricular nature of

PRAE.

DEP1: Addressing

environmental issues from early

Proposals for a critical-

constructive didactic approach to

- Environmental awareness from

childhood.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

stages.

DEP2: Use of general and

specific pedagogical strategies.

DEP3: Application of critical-

constructive didactics from

home.

environmental culture

- General and specific didactics.

- Institutional and family context.

Source: Own elaboration.

From the categories presented in table 2, the contributions of the research subjects stand out,

highlighting the importance of including environmental culture in the curriculum through projects

such as the PRAE, which help to raise awareness from an early age and to reflect on the

human impact on the balance of the planet. It also highlights the need to develop citizenship

and scientific competences related to sustainability, based on the curriculum standards and

focused on the enquiry and understanding of phenomena.

DISCUSSION

The integration of environmental culture into the curriculum requires a cross-cutting approach

that allows environmental issues to be addressed from different areas of knowledge. Projects

such as the PRAE (School Environmental Projects) are pedagogical tools that facilitate this

cross-cutting approach by connecting curricular content with the environmental and social reality

of the students. This type of project encourages reflection on the human impact on the balance

of the planet and promotes the construction of environmental awareness from an early age.

From a pedagogical perspective, transversality not only enriches learning, but also allows

students to understand the complexity of environmental problems and their interrelation with

other aspects of life. According to Flórez-Yepes (2015), environmental education should be an

articulating axis of the curriculum, capable of integrating scientific, ethical and social knowledge

to form citizens committed to sustainability.

The development of competences in the field of environmental education is essential for training

citizens capable of understanding and acting in the face of environmental challenges. Among

the most relevant competences are those related to citizenship, which promote active

participation in the solution of environmental problems; those related to Science, Technology

and Society (STS), which enable analysis of the impact of scientific and technological advances

on the environment; and those of enquiry and explanation of phenomena, which develop

scientific skills for researching and proposing solutions.

In the pedagogical context, these competences should be worked on through active

methodologies that involve students in meaningful learning processes. Strategies such as

project-based learning or scientific enquiry allow students to construct their knowledge in an

autonomous and reflective manner, connecting curricular content with their environment and

experiences. Cardona-Castaño et al. (2021) stress that these methodologies are fundamental

for students to understand the implications of climate change and develop skills to face it from a

critical and proactive perspective.

The inclusion of environmental culture in the educational process requires didactic strategies

that allow teachers to adapt the contents to the needs and characteristics of the context. These

strategies include teaching freedom, which gives teachers the flexibility to design activities and

projects that respond to the realities of their students; practical activities, such as recycling,

cleaning up public spaces and educational talks, which encourage experiential learning; and

cross-cutting projects, such as the PRAE, which integrate different areas of knowledge to

address environmental issues in a comprehensive manner. These strategies not only facilitate

the teaching of environmental content, but also promote the active participation of students in

solving real problems. Hurtado-Loaiza (2024) highlights that, in rural contexts, these strategies

can be especially effective, as they connect learning with the specific needs and challenges of

the community.

Educational content related to environmental sustainability should address topics such as

Science, Technology and Society (STS), biological processes and ecosystems, and the

transversality of the RESP. These contents not only seek to transmit scientific knowledge, but

also to foster a critical and reflective vision of the relationship between human beings and the

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

Yeimy Paola Lizcano-Pabón

environment. In this sense, interdisciplinarity becomes a key pedagogical principle, enabling

students to understand the complexity of environmental problems and develop innovative

solutions. In this sense, Ortiz-Torres (2021) points out that the inclusion of these contents in the

curriculum is fundamental to form citizens committed to sustainability and capable of facing

environmental challenges from an ethical and responsible perspective; these contents must be

worked on in a contextualised manner, taking into account the characteristics and needs of the

environment in which the educational process takes place.

Critical-constructive didactics is presented as a pedagogical approach that seeks to transform

environmental education into a reflective and participatory process, which is based on the

construction of environmental awareness from childhood, the adaptation of pedagogical

strategies to the needs and characteristics of students, and the articulation between the

institutional and family context. From this perspective, environmental education is not limited to

the transmission of knowledge, but also seeks to empower students to become agents of

change in their communities. In this way, Quintero-Ferrer & Solano-Peña (2023) emphasise that

it is especially relevant in early childhood, as it lays the foundations for a citizenry committed to

sustainability. Consequently, critical-constructive didactics promote the active participation of

students in solving environmental problems, fostering the development of critical and creative

skills that will enable them to face the challenges of the future.

CONCLUSION

The integration of environmental education into the curriculum, through strategies such as

cross-curricular projects (PRAE), is essential for fostering an environmental culture from an

early age. The importance of connecting curricular content with the local environmental reality is

emphasised, promoting civic, scientific and critical competences that enable students to

understand and act on the challenges of climate change. In this sense, the following categories

were identified: i) the relationship between the curriculum and environmental culture, ii)

competences related to environmental training, iii) teaching strategies for the inclusion of

environmental culture, iv) educational content oriented towards environmental sustainability,

and v) proposals for critical-constructive teaching. In the case of the San Antonio Educational

Institution, the results highlight the need to address environmental issues from a contextualised

approach, involving both the educational community and families, in order to consolidate

meaningful learning and train citizens committed to preserving the environment and building a

sustainable future.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in the research.

ACKNOWLEDGEMENTS

To those who dedicate themselves to educating in the laudable task of shaping environmentally

and ecologically minded citizens.

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Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 38-47, 2025

Educación ambiental e impacto del cambio climático en un ecosistema local colombiano

Environmental education and the impact of climate change on a local colombian ecosystem

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