Impact of a non-formal environmental education sequence on Secondary school students

Introduction: Education is one of the key factors in the fight against the ecosocial crisis and the climate emergency. Objective: This paper evaluates the effect of a non-formal environmental education sequence on climate emergency. Methodology: The questions of the CAFTAN questionnaire were compared using pre-test and post-test to secondary school students in the province of Huesca (Aragon, Spain) after an EE sequence (n=56). The dimensions of Knowledge, Attitudes and emotions and Behaviours were also compared together with the determination of the degree of Environmental Awareness. The statistics used were the Mann-Whitney U for quantitative analysis and Chi-square or exact multinomial test for nominal variables. Conclusions: After the environmental education sequence, students understood the finiteness of natural resources (p<0.05), recognised the concept of degrowth (p<0.05), rethought a future with fewer products and more quality of life (p<0.001), and feelings such as indignation and responsibility prevailed (p<0.01), significant differences between pre-test and post-test. Attitudes behaved inelastically, unlike knowledge.

• Autor principal: Martínez-Aznar, Javier (author)
• Altres autors: de Frutos, Ángel (author), Calvo , Guiomar (author), Lucha, Pedro (author)
• Format: article
• Idioma: spa
• Publicat: 2025
• Matèries: Secondary education; environmental education; climate; environment; natural resources; nonformal education; Educación secundaria; educación ambiental; clima; medioambiente; recursos naturales; educación no formal
• Accés en línia: https://revistas.flacsoandes.edu.ec/letrasverdes/article/view/6420