Consciencia Sostenible en Educación
DOI:
https://doi.org/10.21664/2238-8869.2025v14i2.p58-73Palavras-chave:
sostenibilidad, consciencia de la sostenibilidad, desarrollo sostenibleResumo
El concepto de consciencia sostenible (CS) es el foco de un creciente número de investigaciones y en este estudio se busca identificar y describir el volumen y características de los artículos publicados acerca de CS en educación. Se utiliza la metodología PRISMA aplicada a las bases de datos Web of Science y Scopus entre 2014 y 2024 con base a nueve criterios de clasificación: antecedentes conceptuales, factores determinantes, paradigma, tipo de problema, alcance, unidad de análisis, nivel de aplicación, publicaciones por año y por países. Se observa que los estudios son principalmente cuantitativos (χ²=24,725 gl (2), p < .005), empíricos (χ²=197,591 gl (3), p < .005), descriptivos (χ²=22,108 gl (3), p < .005), centrados mayoritariamente en estudiantes (χ²=128,774 gl (3), p < .005), de la educación terciaria (χ²=117,677 gl (5), p < .005). La CS está relacionada con factores educacionales, sin embargo la disimilitud en su definición requiere una atención para contribuir efectivamente a los objetivos de desarrollo sostenible.
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