Version 1
: Received: 27 July 2024 / Approved: 30 July 2024 / Online: 30 July 2024 (13:36:20 CEST)
Version 2
: Received: 8 September 2024 / Approved: 9 September 2024 / Online: 9 September 2024 (12:06:53 CEST)
How to cite:
Pérez-Martín, J. M.; Esquivel-Martín, T. New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability. Preprints2024, 2024072427. https://doi.org/10.20944/preprints202407.2427.v2
Pérez-Martín, J. M.; Esquivel-Martín, T. New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability. Preprints 2024, 2024072427. https://doi.org/10.20944/preprints202407.2427.v2
Pérez-Martín, J. M.; Esquivel-Martín, T. New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability. Preprints2024, 2024072427. https://doi.org/10.20944/preprints202407.2427.v2
APA Style
Pérez-Martín, J. M., & Esquivel-Martín, T. (2024). New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability. Preprints. https://doi.org/10.20944/preprints202407.2427.v2
Chicago/Turabian Style
Pérez-Martín, J. M. and Tamara Esquivel-Martín. 2024 "New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability" Preprints. https://doi.org/10.20944/preprints202407.2427.v2
Abstract
The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society's response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardized solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students' concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of environmental justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours.
Keywords
education for sustainability; GreenComp; LifeComp; one health; scientific practices; systems thinking; TeachComp; transformative environmental education
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
