Education for Sustainable Development: References for Practice in Primary Education Institutions

Authors

DOI:

https://doi.org/10.62697/rmiie.v4i3.222

Keywords:

Education for Sustainable Development, primary education, educational experiences

Abstract

The global approach to teachers' responsibility for Education for Sustainable Development is reiterated in national policies, but in practice, the lack of coherence and coordination of influences leaves gaps that must be addressed in every classroom and educational institution. The systematization of the concepts and proposals of several authors in Latin America reveals some ideas that are essential for their practice, reflecting questions the authors have posed during their ongoing training projects at the Carlos Rafael Rodriguez University of Cienfuegos. The problem posed was: What experiences can be used as ESD benchmarks? In primary education institutions in Cienfuegos. The objective was to identify benchmarks and proposals for ESD in primary education institutions in Cienfuegos. The aim is to systematize scientific works disseminated through academic networks using a focus on content analysis and the integration of ideas that guide decisions in educational practice. The proposal, in addition to serving as a reference for the authors' work, is also used as a perspective for analysis by other educators interested in the topic.

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References

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Published

2025-08-29

How to Cite

González-Chaviano, S., López-Rodríguez del Rey, M. M., & Misas-Hernández, J. (2025). Education for Sustainable Development: References for Practice in Primary Education Institutions. Revista Mexicana De Investigación E Intervención Educativa, 4(3), 90–98. https://doi.org/10.62697/rmiie.v4i3.222

Issue

Vol. 4 No. 3 (2025): Innovación, inclusión y tecnología: Nuevos horizontes para la transformación educativa

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Artículos

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Copyright (c) 2025 Surayeisy González-Chaviano, María Magdalena López-Rodríguez del Rey, Jorge Misas-Hernández

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