Educación para el desarrollo sostenible: estrategias docentes e iniciativas pedagógicas ante la crisis ambiental

Abstract

The objective of this article is to analyze the value of sustainable education as a means of transforming social reality and to highlight the role of teachers and students in addressing current environmental and socio-emotional challenges. A qualitative, documentary-based study with a narrative scope was conducted. The documentary analysis consisted of nine strategically selected sources, including regulatory frameworks from international organizations, indexed scientific articles, and specialized literature on sustainability. The main findings, organized into analytical categories, identified strategies for teacher professional development and concrete platforms for practical, ethical learning—such as UNESCO’s “Trash Hack” and “FIRST ENERGIZE”—which help channel students’ knowledge and attitudes toward environmental stewardship and community resilience. This is because sustainable education requires integrating teachers’ professional development with context-specific methodological initiatives that promote collective well-being and environmental balance.