Integration of human ecology in education: an analysis of the Chilean curriculum framework

This study investigates the integration of human ecology principles into Chile’s educational system, emphasizing their incorporation into curricula across various educational levels and teacher training programs. Against the backdrop of the global climate crisis, the research highlights the potential of environmental education to instill sustainable behaviors and address ecological challenges. By analyzing curricular frameworks, teacher interviews, and the alignment of learning objectives with ecological principles, the findings reveal notable progress and significant gaps in implementation, highlighting the scarcity of practical activities, the absence of mechanisms to assess the impact of learning objectives, and the limitations in both initial and continuing teacher education. The study underscores the progressive inclusion of key human ecology principles – interconnection, sustainability, diversity, participation, and experiential learning – within Chilean education. These principles aim to foster critical thinking, ethical responsibility, and environmental stewardship among students. However, their uneven translation into specific learning objectives often depends on institutional priorities and teacher competencies. Practical applications, such as fieldwork and community engagement, are hindered by financial and institutional constraints, while teacher-training programs frequently lack sufficient focus on sustainability and human ecology.