Environmental education as a fundamental tool for preventing the ingestion of chemical contaminants in Spain

Abstract

This study examines the environmental science curricula in secondary- and high-school education, as well as the prior knowledge of first-year university students regarding environmental pollution and sustainability. To this end, an inquiry-based methodology was implemented, focusing on the assessment of agricultural pollutants, with particular emphasis on the use of herbicides and pesticides. Through field studies, students developed analytical skills to evaluate crop conditions and understand the impact of agrochemicals on ecosystems. This study carried out in Spain, but may be transposable to other countries with similar characteristics. The results reveal significant variability in students’ prior knowledge, allowing for the identification of two distinct groups: those with no prior knowledge (G1) and those with a partial understanding of sustainability concepts (G2). This heterogeneity highlights the need for educational strategies that integrate scientific knowledge with environmental action, thereby strengthening ecological literacy. In this regard, this study underscores the importance of awareness programs that bridge theoretical concepts with practical applications in chemical risk management within agricultural production. Based on these findings, measures are proposed to mitigate the impact of pollutants on human health and the environment, including phytosanitary control strategies and the promotion of sustainable agricultural practices. In conclusion, this educational approach plays a key role in shaping citizens committed to sustainability and the transition toward responsible production and consumption models.