Climate Change and Sustainability in Spanish Classrooms: State of the Art and Didactic Proposal

Abstract

Climate change has become a global challenge that must be faced in a cross-cutting manner from multiple fields and involving all citizens. The educational system, as a space that guarantees the training of students and the integral development of the person at the social, intellectual and ethical levels, should be oriented towards increasing the environmental awareness of society, promoting practices and habits that respect the preservation of ecosystems and, in short, education for sustainability. The 2023–2024 academic year is the first in which the curricular content developed from the Organic Law 3/2020, of December 29, which modifies the Organic Law 2/2006, of May 3, on Education, popularly known as LOMLOE, will be fully implemented. This paper designs a learning situation on sustainability and climate change that can be implemented in the Spanish and European contexts, responding to Rosenshine’s principles of instruction, a circumstance that gives it enormous flexibility and makes it an interesting resource focused on helping geography teachers to face current challenges from an innovative, scientific, and inclusive perspective.

Keywords

• teaching
• climate change
• sustainability
• education
• Rosenshine