Environmental Education, Educational Experiences, and Attitudes toward Climate Change in Regular Basic Education Students

Abstract

Educational experiences that integrate school learning with the natural and community environment, while promoting critical reflection and the application of scientific knowledge to socio-environmental issues, can foster the development of pro-environmental attitudes toward climate change. In this context, the aim of this study was to analyze the relationship between environmental education and attitudes toward climate change among Regular Basic Education students, as well as to evaluate the contribution of a pedagogical intervention based on environmental workshops and community participation. A mixed-methods approach with a pre-experimental design was employed involving a sample of 36 students who participated in an environmental education workshop focused on the implementation of a school forest nursery and, subsequently, in a reforestation activity in the Loboyacu watershed, followed by a four-month follow-up period. Quantitative findings showed an improvement in attitudes toward climate change, particularly in the cognitive and behavioral dimensions, as well as differences according to students' level of participation in the activities. Qualitative findings revealed strengthened environmental awareness, a greater sense of collective responsibility, and the adoption of pro-environmental behaviors. Overall, the findings suggest that contextualized and experiential educational practices constitute a relevant pedagogical strategy for promoting pro-environmental attitudes among Regular Basic Education students.