Transformación de hábitos y actitudes ambientales mediante programas formativos integrales

Low levels of environmental awareness in academic communities limit the adoption of sustainable behaviors, despite the climate emergency and international recommendations on education for sustainable development. In response to this problem, an educational intervention was designed and implemented based on active strategies, reflective training, and participatory workshops, aimed at changing attitudes and knowledge related to sustainability. A quantitative approach with a quasi-experimental design was applied, using a structured questionnaire with twenty items, administered at two points in time (pre-test and post-test) to three independent groups: two made up of university students and one of teachers. The data were analyzed using t-tests for related samples in the groups with normal distribution and Wilcoxon tests in the remaining group. Statistically significant increases were observed in post-intervention scores, with large effects in the student groups and moderate effects in the teaching group. The differences identified reflect the effectiveness of training processes in the student population and the need for more contextualized approaches in teacher training. The evidence suggests that well-designed pedagogical interventions have the potential to generate real transformations in the environmental culture of educational institutions, if they are adapted to the specific characteristics of their actors.