Energy education: an epistemic approach for its analysis in Pre-University Education

Abstract

Introduction: The current energy problem demands that educational processes in general allow an adequate understanding of it, as a necessary condition for the formation of the capacities, values and attitudes that are needed. That is why the present study provides an epistemic analysis of the behavior of the formative management of energy education, with an axiological approach, in Pre-university Education. Materials and methods: This is supported by the application of observation, interviews and a group survey, as a way to address the deficiencies presented in the performance of managers and teachers, related to the significant application of energy and environmental knowledge, which limit the quality of life and community well-being of educational institutions, providing an accurate diagnosis that reveals the limitations and potentialities of a process that, given its level of relevance and practical significance, deserves to be addressed promptly. Results: There is an insufficient preparation of the personal entities that participate in the process of training in environmental education, based on a suitability that ensures the integrality of the training of students, based on energy knowledge. Discussion: There is an insufficient command of the knowledge related to environmental and energy education, proving in this way the need to implement new forms of attention to solve this problem. Conclusions: The need to adopt concrete actions that lead to the transformation of the situation presented by the formative management of energy education with an axiological approach was confirmed, from a developmental and integrative perspective that implies the participative and reflective action of the directors and teachers of Pre-university Education in the search for answers to address the environmental problems of the school and community environment.