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oai:docta.ucm.es:20.500.14352/1036922025-03-18T14:25:00Zcom_20.500.14352_14col_20.500.14352_15

00925njm 22002777a 4500 dc Martínez Hernández, Carlos author Robles Moral, Francisco author 2023-12-07 Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer. Sustainability 2023, 15(24), 16624; https://doi.org/10.3390/su152416624 10.3390/su152416624 https://hdl.handle.net/20.500.14352/103692 https://doi.org/10.3390/su152416624 https://www.mdpi.com/2071-1050/15/24/16624 Sustainability education for trainee teachers: landscape and mirror classes as educational tools