Didactic strategy for the formation of pro-environmental positions in the Bachelor of Chemical Education

Abstract

Introduction: Environmental conservation has become a key element for ensuring economic and social development, as well as for protecting human health and existence globally. Contemporary education embraces Environmental Education as a strategy that fosters a critical attitude and a commitment to political decisions, actions, and daily practices aimed at sustainable development. In the training of graduates in Chemical Education, the intersection of the chemical knowledge system and environmental knowledge shapes educational work aimed at stimulating pro-environmental positions. The objective of this research was to design a strategy for addressing Environmental Education within the Chemical disciplines of the Bachelor's Degree in Chemical Education. Materials and methods: The research was conducted using a format that combines qualitative and quantitative methods, employing analysis-synthesis, inductive-deductive reasoning, modeling, document analysis, classroom observation, interviews, and a pedagogical test. The sample consisted of 26 students (100% of the fourth-year population) and 3 teachers. A structured survey consisting of ten affirmative statements was designed and validated through expert judgment, using a five-point Likert scale. Results: The initial assessment revealed that 69.23% of students possess knowledge about the environment but do not understand it as a complex system; 88.46% lack a deep understanding of the chemical phenomena that occur in the environment; 73.07% recognize environmental problems but do not associate them with their root causes; 84.61% state that chemical knowledge is useful but are unclear about its usefulness in solving environmental problems; and 100% receive environmental information, primarily through television (76.92%). The evaluation of the Environmental Education program revealed low efficiency in content integration and ineffective pedagogical approaches. After the implementation of the strategy, the satisfaction survey showed that 92% of students expressed satisfaction with the educational experience; 88% acknowledged that the strategy significantly contributed to their professional development; 85% considered that the tasks promoted critical thinking; and 80% highlighted the applicability of the research projects in real-world contexts. Discussion: The results coincide with previous research that highlights the effectiveness of integrative and contextualized approaches in university education, where the most effective strategies in Environmental Education are those that integrate cognitive, affective, and behavioral dimensions. The effectiveness of teaching strategies depends on the ability of teachers to adapt pedagogical principles to the realities of the context and the students. Conclusions: The implementation of the teaching strategy proved to be an effective way to integrate the principles of sustainable development into the professional training of future teachers, promoting critical thinking, ethical reflection, and environmental commitment in students. The strategy contributed to strengthening the environmental dimension of the curriculum and fostered professional competencies oriented toward educational and social transformation. It is recommended to continue refining this strategy through constant feedback, incorporation of educational technologies, and strengthening of collaborative networks.