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Are future teachers involved in contributing to and promoting the reduction of massive waste generation?

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dc.contributor.authorGarcía-Fortes, María Ángeles
dc.contributor.authorOrtega-Lasuen, Unai
dc.contributor.authorEsteve-Guirao, Patricia
dc.contributor.authorBarrutia, Oihana
dc.contributor.authorRuiz-Navarro, Ana
dc.contributor.authorZuazagoitia, Daniel
dc.contributor.authorValverde-Pérez, Magdalena
dc.contributor.authorDíez López, José Ramón
dc.contributor.authorBanos-González, Isabel
dc.contributor.departmentDidáctica de las Ciencias Experimentales
dc.date.accessioned2025-01-25T08:51:23Z
dc.date.available2025-01-25T08:51:23Z
dc.date.issued2024-09-03
dc.description© 2024 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Sustainability. To access the final edited and published work see https://doi.org/10.3390/su16177624
dc.description.abstractMassive waste generation linked to overconsumption is considered one of the most significant socio-ecological issues today, becoming a challenge for health and well-being and a barrier to achieving sustainability. Education is key to raising awareness and involving citizens in the adoption of responsible consumption habits, facilitating the recognition of the relationship between our daily activities and the production of waste. The aim of this exploratory study is to analyse the perceptions and commitments of future secondary school teachers (FTs) toward this issue and to explore the educational approaches they propose to address it in the classroom (n = 138). In this work, a mixed-methods approach was used based on quantitative and qualitative data collected through a questionnaire. The results show that FTs have difficulties in recognising the different factors involved in the problem of massive waste generation. However, they incorporate the health and ecological vision, which is close to the holistic vision of the One Health approach. The majority of them take personal responsibility for the problem, although they opt for low-effort options. Regarding the educational proposals they design, only a minority can do it following a commitment-oriented approach.es
dc.formatapplication/pdfes
dc.format.extent19es
dc.identifier.citationSustainability 2024, 16(17), 7624
dc.identifier.doihttps://doi.org/10.3390/su16177624
dc.identifier.issnElectronic: 2071-1050
dc.identifier.urihttp://hdl.handle.net/10201/149281
dc.languageenges
dc.relationThis research was funded by AGENCIA ESTATAL DE INVESTIGACIÓN (Ministerio de Ciencia e Innovación, Gobierno de España), grant number PID2019-105705RA-I00/AEI/10.13039/501100011033 and The APC was funded by PID2019-105705RA-I00/AEI/10.13039/501100011033.es
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/16/17/7624es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectPre-service secondary school teacherses
dc.subjectCommitmentses
dc.subjectPerceptionses
dc.subjectOne Healthes
dc.subjectTeaching strategieses
dc.subjectWastees
dc.subject.otherCDU::3 - Ciencias socialeses
dc.titleAre future teachers involved in contributing to and promoting the reduction of massive waste generation?es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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