2026-06-29T02:13:27Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1057602025-03-18T14:45:14Zcom_20.500.14352_14col_20.500.14352_15

Sustainability education for trainee teachers: landscape and mirror classes as educational tools Martínez Hernández, Carlos Robles Moral, Francisco 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. 2024-07-08T09:06:00Z 2024-07-08T09:06:00Z 2024-07-08T09:06:00Z 2023 journal article https://hdl.handle.net/20.500.14352/105760 XXXX-XXXX 10.3390/su152416624 spa info: eu-repo/grantAgreement/MICIU/ PID PGC2018-094491-B-C33 Sustainability 2023, 15(24), 16624; https://doi.org/10.3390/su152416624 http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 International MDPI