Consciencia Sostenible en Educación

José Luis Silva Munar; Emilio Moyano Díaz; Carlos Galleguillos Cortés

doi:10.21664/2238-8869.2025v14i2.p58-73

Authors

José Luis Silva Munar Universidad de Talca https://orcid.org/0000-0003-4884-8847
Emilio Moyano Díaz Universidad de Talca https://orcid.org/0000-0003-2433-9271
Carlos Galleguillos Cortés Universidad de Atacama https://orcid.org/0000-0002-8680-0097

DOI:

https://doi.org/10.21664/2238-8869.2025v14i2.p58-73

Keywords:

sustainability, sustainability consciousness, sustainable development

Abstract

The concept of sustainable consciousness (SC) is the focus of a growing body of research and this study aims to identify and describe the volume and characteristics of the articles published about CS in education. The PRISMA methodology is applied to the Web of Science and Scopus databases between 2014 and 2024, based on nine classification criteria: background of the concept, determining factors, paradigm, type of problem, scope, unit of analysis, level of application, publications by year and by country. It is observed that the studies are mainly quantitative (χ²=24,725 Df. (2), p < .005), empirical (χ²=197,591 Df. (3), p < .005), descriptive (χ²=22,108 Df. (3), p < .005), mostly focused on students (χ²=128,774 Df. (3), p < .005) from tertiary education (χ²=117,677 Df. (5), p < .005). CS is related to educational factors, however the dissimilarity in its definition requires attention to effectively contribute to sustainable development objectives.

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