Assessment of teachers’ knowledge, attitudes, and practices in environmental education in a medium-sized Colombian city

The implementation of environmental education (EE) in primary, middle and secondary schools presents important challenges for teachers. This study analyzes the perceptions of practicing teachers regarding their knowledge, attitudes, and practices in EE in public schools in Florencia, Caquetá, an intermediate city located in Colombia’s Amazon Region. A mixed-method cross-sectional design was used with a sample of 18 teachers. The study found that teachers’ perception of their own knowledge is low in relation to legislation and pedagogical strategies. However, the research identified that teachers have a positive attitude towards EE while the delivery of successful pedagogical practices in the classroom are due to individual efforts. The authors conclude that there is a need to design continuous teacher training programs focused on environmental awareness that are adapted to local contexts and use an interdisciplinary approach combined with active methodologies. These actions will strengthen EE within school curricula and promote collaborative work, achieving a more significant and sustainable educational impact.