Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school
Year: 2024
Type: article
Abstract: This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children’s readings aligns with theoretical studies focusing on an ecocritical approach to children’s literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator’s role is crucial for guiding students toward deeper, more meaningful ecocritical understanding.
Source: Environmental Education Research
Authors: Diana Muela-Bermejo, Laura Pérez-Martínez
Institution: Universidad de Zaragoza
Language: English
Subfield: Management, Monitoring, Policy and Law
Field: Environmental Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
Award: G645523179
OpenAlex ID: W4402885370