Receipt date: 03/10/2023 / Revision date: 10/10/2023 / Acceptance date: 23/10/2023

Introduction

In the current global context, where the impacts of climate change are increasingly evident and concerns about the future of the planet are growing, environmental education stands as an essential pillar to address these challenges effectively (Lyons et al., 2023). In this scenario, this article focuses on the importance of environmental education in basic education in cycle II of the Andrés Bello School in Colombia, especially in relation to the reduction of the carbon footprint.

Environmental education has undergone an evolution that has made it a constituent element in the training of new generations, transcending its merely scholastic function and becoming consolidated as an interdisciplinary approach that seeks to promote awareness, knowledge and the necessary skills to identify the environmental challenges facing the world (Cutter-Mackenzie and  Rousell, 2019). Thus, its incorporation in primary education takes on an even more prominent dimension by laying the foundation for students to acquire a substantial understanding of how their actions, both individually and collectively, can have an impact on the natural environment.

Thus, environmental education focuses its attention on a central purpose, the mitigation of the carbon footprint, this indicator that quantifies the greenhouse gas emissions linked to various routine activities, has acquired an unavoidable relevance as a measure to evaluate the environmental impact (Poon, 2022). Considering that a substantial proportion of these emissions originate from human actions, environmental education is established as a proven tool to raise awareness among students about how their choices in the course of their daily lives have the capacity to influence the dynamics of the greenhouse effect in the atmosphere.

In the context of Colegio Andrés Bello, the incorporation of environmental education with a particular focus on the reduction of the carbon footprint entails a series of substantial benefits; first, it provides students with the opportunity to access a comprehensive education that goes beyond the limits of conventional disciplines, involving them in relevant and pressing issues for society, thus contributing to the construction of a meaningful learning experience (Stevenson et al., 2017). Similarly, this approach enables them to critically analyze their own actions and make more informed decisions regarding their impact on the environment and the management of their carbon footprint.

In addition, environmental education empowers students by equipping them with practical tools for reducing their carbon footprint by understanding how their energy consumption, transportation choices, eating habits and other behaviors impact their greenhouse gas emissions, which they can then implement tangible changes in their daily lives (Li and  Liu, 2023). This process not only contributes to climate change mitigation, but also lays the groundwork for the adoption of long-term sustainable behavior patterns.

In the context of cycle II basic education, students are in a critical phase of their cognitive and emotional development. The incorporation of environmental education with a focus on decreasing the carbon footprint during this period can have a substantial impact on their perception of the environment and the formation of their future behavior patterns, in addition to providing them with the necessary tools to understand and address climate change, they are being prepared to take an active role in society, assuming roles as environmental advocates and agents of change.

This educational approach not only influences the individual sphere of students, but also makes a contribution to the collective well-being and the future of the planet. As they internalize the importance of sustainability and environmental conservation, students emerge as active agents of change in their communities, demonstrating a capacity to make informed and responsible decisions in relation to the environment (Reimers, 2021), this aspect acquires crucial relevance in the formation of more conscious and equitable societies, nurturing the very essence of informed decisions about the preservation of the environment.

Therefore, the primary purpose of this article is to highlight the transcendental importance of environmental education within the context of basic education in cycle II at Colegio Andrés Bello, specifically, it focuses on its fundamental role in the reduction of the carbon footprint, whose fundamental purpose is to deepen the understanding of how environmental education can contribute significantly to environmental sustainability and the preservation of the planet. In this way, it seeks to prepare students to assume an active and committed role in the protection of the natural environment, as well as in the promotion of a sustainable future.

It is therefore necessary to address the field of education as a means of essential distinction between two approaches: climate-related instruction and education that focuses specifically on the phenomenon of climate change, the first of which refers to climate literacy, the purpose of which lies in the transmission of scientific information relevant to its various causes and ramifications. Meanwhile, the education approach concentrates on the enhancement of discernment and empowerment skills in relation to this phenomenon (Henao and Sánchez, 2019).

However, this educational process is not devoid of challenges of considerable value that involve addressing the distorted perceptions and conceptual constructs concerning the phenomenon of climate change. In order to redress these cognitive disparities, there is a need to provide accurate scientific information, which requires various strategies to better understand the problem of climate change through education.

The staging of environmental education at the Andrés Bello School requires in principle to discern the different orientations that can be addressed when dealing with climate change, a first orientation corresponds to a susceptible anomaly, for which a reconfiguration of the economic structure that gives primacy to the consideration of sustainability and the optimization of ecological efficiency is proposed (Prosser and  Romo, 2019). Another orientation proposes that climate change should be studied from the perspective of adaptation, based on the recognition that climate change has induced alterations of considerable magnitude in the environment, and as a response, education should be provided on the identification of strategies to counteract its effects, as well as on the reduction of the risks intrinsically linked to the phenomenon (Barrera et al., 2020; Caicedo and  Li, 2019).

In addition, a perspective emerges that emphasizes the preeminent role of human action as an agent of change. This perspective emphasizes the inherent capacity of individuals to influence their environment and to instigate changes of substantial importance (Rousell and  Cutter-Mackenzie-Knowles, 2020). In this way, the concept of socio-ecological transition is integrated, whose fundamental core lies in the metamorphosis of the energy matrix and the promotion of sustainable living patterns (Canaza, 2019). In parallel, the notion of economic decarbonization is addressed, which advocates the preference of renewable energy sources and the reduction of dependence on petroleum products, as well as the approach associated with degrowth, which questions the supremacy of economic growth and advocates less consumerist and more ethical life models (Rodríguez et al., 2019).

However, the implementation of climate change education faces a web of complex challenges, recognizing the insufficiency of research and discussion directed towards the social dimensions of climate change in educational settings. This highlights the presence of the "Giddens Paradox", which states that lack of action may derive from the absence of direct perception of the immediate impacts of climate change on everyday life (Marín et al., 2020).

In Colombia, through the enactment and ratification of the Political Constitution in 1991, the government assumed the primary responsibility for integrating the environmental component into territorial development planning, a purpose that underlies the nation's natural resources, giving rise to the Ministry of the Environment and Sustainable Development (Minambiente - MMADS) in 1994, who together with a series of supervisory and regulatory agencies operating at the local, regional and national levels, ensured the implementation of government policies designed to counteract the particular interests of those individuals or groups that exploit the country's essential resources without regard for restrictions or limitations.

According to the 1992 United Nations Conference, education plays an essential role in building awareness, values, skills and ethical behavior that are consistent with sustainable development, seeking to foster effective community participation in decision-making that affects the environment. Based on these elements, the integration of the environmental dimension in the educational processes in Colombia, a country rich in biodiversity and natural resources, should be considered from the first years of schooling, so that students develop the ability to know, interpret and coexist with all forms of life present in the world around them (Henao and Sánchez, 2019).

Roa and Peñaloza (2019) point out that environmental education should be developed with the objective of providing new knowledge that is associated with students' understanding of their environment, based on this knowledge, the aim is to encourage reflection and improve the quality of life in relation to the environment, while stimulating the promotion of actions that benefit the environment. With this approach, it is imperative in Colombia to have a solidly structured pedagogical model that incorporates vitally important teaching processes focused on the environment.

This educational perspective demands the fundamental commitment of all the individuals involved, for which the primary objective is to foster the ability to think, learn, and act with the purpose of cultivating an environmental culture rooted in the collective conscience, this approach is oriented towards the generation of concrete proposals that can effectively address the current problems (Solís and Barreto, 2020), this in turn, has allowed the advancement of Environmental Education to be significantly enriched during the teaching-learning process, further strengthening the interaction between educator, student and community.

Consequently, Environmental Education in Colombia acquires a purpose of transcendence by promoting changes both at the individual level and in society as a whole, its essence lies in the provision of information and essential knowledge that awaken awareness of environmental challenges, in addition to this, it seeks to nurture a deep sense of responsibility, motivation, commitment and belonging, in order to collectively address the search for solutions for a strong environmental identity, which in turn, allows to reflect on the natural resources as the most promising alternative to raise the quality of life, commitment and belonging, in order to collectively face the search for solutions of a solid environmental identity, which in turn, allows to reflect in natural resources the most promising alternative to raise the quality of life in the country, in this continuous process, it stands as a fundamental pillar to promote a sustainable and conscious vision in current and future generations.

Thus, within the context of educational institutions in Colombia, Environmental Education is framed in the close relationship between human beings and their environment, such interaction is harmoniously complemented with pedagogy, whose purpose is to enrich the teaching and learning processes at all educational levels. Likewise, environmental psychology comes into play, which goes deeply into individual behaviors in relation to the use of natural resources, these cover a wide spectrum, from proper waste management to the reuse of organic compounds, promotion of reforestation and the initiative to decontaminate bodies of water, which constantly encourages the active participation of the community in the execution of all these daily actions, thus consolidating an integral and participatory approach in Environmental Education.

In the context of educational institutions in Colombia, Environmental Education is rooted in the close link between human beings and their environment, this connection is harmonized in an integral way with pedagogy, whose purpose is to enrich the educational processes at all levels, additionally, environmental psychology comes into play in a detailed manner, examining individual behaviors in relation to the use of natural resources, these behaviors cover a wide spectrum, from proper waste management to the reuse of organic compounds, promotion of reforestation and the initiative to decontaminate water bodies. 

In this way, the active participation of the community is encouraged in the implementation of all these daily actions, thus consolidating an integral and participatory approach in Environmental Education, an approach that not only nurtures the environmental awareness of present and future generations, but also cements a solid foundation for the construction of a sustainable future in the country.

Therefore, the methodological approaches used for carbon footprint assessment should adopt targets that seek to achieve carbon neutrality in the near future, in order to provide exemplary pathways for potential followers. Thus, it can play a key role here, not only in identifying the major emitters, but also in raising awareness among staff members and the student body about the various impacts generated by day-to-day actions in the study center, this consideration encompassing all activities, from research and teaching to administrative aspects.

A study conducted by Gallego et al. (2020)identified that a periodic evaluation of emissions resulted in performance playing a determining role in improving the understanding of the impacts generated by energy consumption and waste management, this situation is supported through the calculation of the carbon footprint, which potentially provides opportunities to modify habits and embrace more environmentally friendly practices in daily academic activities.

Despite the existence of existing guidelines for calculating the carbon footprint at the organizational level, these standards are not specifically adapted to the particularities required by basic education institutions. In the research carried out by Guillén (2023)in the research carried out by the company, it was pointed out that an educational entity presents fundamental differences in comparison with a company, especially with regard to its functions and the infrastructure essential to fulfill them. 

Thus, carbon footprint assessment in educational institutions has a far-reaching impact on basic education by fostering a conscious understanding of the imperative need to reduce carbon emissions and adopt more sustainable practices. These approaches not only provide accurate information on emissions from the institution's daily activities, but also establish a platform for educating students, faculty and staff on how their individual actions affect the phenomenon of climate change and how they can implement measures to mitigate the impact of climate change (Mendoza et al., 2019).

By calculating and reporting carbon emissions, it promotes the adoption of greener behaviors and instills an ingrained culture of environmental responsibility in the educational environment. For this reason, by addressing the subject of the carbon footprint within the curriculum, a transversal integration of the understanding of the interconnection between human actions and their repercussions on the environment is achieved, contributing to the formation of individuals committed to sustainability from an early stage.

The implementation of a more cohesive approach becomes of considerable importance by providing greater clarity and establishing a broader contextual framework for carbon footprints to be disclosed. Therefore, the present study has proposed to follow the predominant methodologies of carbon footprint calculation that have been previously published, focusing specifically on the field of basic education.

Method

Design

The proposed methodology is based on an interdisciplinary approach aimed at integrating environmental concepts and practices throughout the school curriculum. In harmony with this approach, a qualitative research design has been chosen to evaluate the effect of the proposed activities on environmental awareness and carbon footprint reduction among students through an educational proposal. 

Participants

The participants in this research were the students enrolled in cycle II of basic education at the Andrés Bello School in Colombia, while the selection of the sample was carried out meticulously, covering a variety of grades and educational levels, with the intention of guaranteeing a diverse representation that includes both the gender and socioeconomic level variables.

Instrument

For data collection, specific tools were used such as anchor charts, intended to facilitate the visualization of carbon emission patterns by students, as well as energy efficiency logs to measure energy consumption both before and after activities, these instruments are characterized by their simplicity and specific approach to ensure accurate and relevant data collection.

Data analysis

A qualitative data analysis was carried out through the process of coding observations made during the activities and students' responses regarding environmental awareness, this qualitative approach allowed to obtain a deeper understanding of the students' perception regarding the environment and carbon footprint.

Proposal

Environmental education has undergone a remarkable transformation, transcending its traditional function as a school subject to acquire an interdisciplinary status in the training of emerging generations. Rather than being limited to the mere transmission of information, this perspective has established itself as an essential means of cultivating awareness, acquiring knowledge and developing the necessary skills to understand contemporary environmental challenges. 

The incorporation of environmental education in basic education in cycle II at the Andrés Bello School in Colombia is clearly oriented towards the reduction of the carbon footprint, which is based on a philosophical approach that gives primary importance to the integral development of students and their interaction with their environment, as well as the internalization of values and behaviors intrinsically oriented towards sustainability. 

Within the framework of the environmental education proposal, a series of concrete and structured activities are carried out with the purpose of fostering environmental awareness and actively promoting carbon footprint reduction, including the implementation of anchor charts for the visualization of emission patterns, laboratory experiments focused on energy efficiency, the creation of green walls aimed at highlighting biodiversity in urban environments, recycling programs aimed at waste minimization and the management of a school garden that teaches sustainable agricultural practices. These meticulously designed, hands-on experiences allow students to gain a deep understanding of how their daily actions impact the environment and, just as importantly, how they can play an active role in promoting sustainability locally and globally. 

In this context, the Meaningful Learning Theory of Ausubel (1983)in this context, the Theory of Meaningful Learning, acquires a central role in the field of environmental education and research related to climate change, since it argues that the learning process is optimized when new knowledge is linked in a relevant way with the students' previous conceptions, which allows them to build deeper and more lasting meanings. In turn, it supports the inclusion of environmental and climate concepts in pedagogical practices, enabling students to establish connections between this knowledge and their pre-existing understanding of the subject. 

In this sense, within the framework of this proposal, particular emphasis is placed on the development of the environmental education component, which is based on the promotion of meaningful learning. Through this perspective, students are expected to deepen their understanding of how individual actions have repercussions in more complex systems, thus broadening their perception by recognizing that carbon footprint reduction plays an essential role in the preservation of ecological harmony (Reimers, 2021).

The second pillar to be considered addresses the ethical dimension of intergenerational responsibility, a perspective from which it is necessary to promote a profound reflection on the moral obligation that present generations have towards future generations, encouraging students to view their daily choices as a significant contribution to future generations. In parallel, the importance of awareness in relation to responsible consumption is emphasized, which implies questioning impulsive consumption practices and encouraging informed decision making with the natural environment.

In parallel, the promotion of transformational leadership is addressed, encouraging students to take active roles in promoting the reduction of the carbon footprint. Likewise, the relevance of awareness is emphasized, addressing both global and local dimensions. To this end, students explore the interconnections between global issues and their impact at the local level, while considering the potential influence that their local actions can have on a broader scale.

Within this proposal, environmental education is conceived as a fundamental means for the formation of committed and responsible citizens. Therefore, the methodology designed aims not only to instill in students the relevance of carbon footprint reduction, but also to promote a broader understanding of sustainability in all its facets. Through these fundamental pillars, we aim to mold a generation that is aware of its role as a member of a society, is well informed, proactive and capable of addressing the challenges of climate change with a combination of determination and the capacity to generate significant transformations.

Results

After setting out the general principles that should guide environmental education in basic education in cycle II at the Andrés Bello School in Colombia, mainly focused on the reduction of the carbon footprint, it is possible to indicate that the proposal, based on the principles indicated above, is relevant in the current context of environmental crisis, especially when considering the integration of a social problem of great impact, which requires a practical approach that should be reflected upon from a deep philosophical perspective in the early age of learning. Environmental education under an integral and practical-reflective approach touches on fundamental aspects in the formation of citizens committed to sustainability and care for the environment.

Environmental education in cycle II must present an interconnection approach with the subjects that students receive in parallel, as well as present a link with those previously addressed in the curriculum, thus reaching the interdisciplinary perspective that will allow a better understanding of the intricate complexity inherent to the environmental field. By placing carbon footprint reduction at the epicenter of the proposal, it underscores the pressing need to address environmental challenges from a variety of perspectives and disciplines. Consequently, it is harmoniously aligned with contemporary educational currents that postulate the promotion of critical thinking and the interconnection of knowledge, thus establishing a coherent and updated educational framework that adjusts to the formative needs of students in the basic stage and contributes to the construction of meaningful learning.

In this perspective, the ethical dimension assumes a role of primary relevance in the framework of this methodology, the focus placed on intergenerational responsibility invites students to reflect on their position in the construction of a sustainable future and to evaluate the scope of their choices in the generations to come. In this area, the intersection between ethics and carbon footprint reduction fosters a deeper ethical awareness that transcends the merely individual, projecting itself towards collective well-being and establishing a bond that encompasses both personal spheres and society as a whole.

Similarly, the proposal encourages internal reflection and informed decision making, so that the thorough evaluation of consumption practices and their interaction with the carbon footprint continues to prompt deep introspection about daily habits and their impact on the environment. This self-assessment process continues to lead to the adoption of a responsible and sustainable consumption style, which continues to play an essential role in the preservation of the planet.

Additionally, the proposal emphasizes long-term effects, which fosters a deep understanding of how current actions impact the future, cultivating a mindset focused on planning and foresight, leading students to become fully aware that their choices and decisions have lasting consequences over time. This perspective is critically important in driving a continued commitment to reducing carbon footprint and promoting sustainability.

In a similar vein, it is essential to significantly highlight the promotion of transformational leadership as a central element of this methodology, through encouraging students to take active roles in promoting the reduction of the carbon footprint, empowering the next generation of Colombian citizens, providing them with the tools and motivation necessary to lead change in their communities. This concept of leadership transcends the individual level, focusing on the generation of a collective impact that transcends geographical limitations.

In this same context, it is worth highlighting the global-local nuance that should be considered when developing environmental education in cycle II, highlighting the deep interconnection between global problems and their impact on the local level. In this way, students are introduced to the exploration of how global issues impact their immediate environment and, in turn, how their local actions and decisions can have a global effect (Stevenson et al., 2017). This enriching understanding promotes awareness of the intrinsically interdependent nature of environmental challenges, in turn fostering global solidarity and collaboration in the search for shared solutions.

In summary, the methodology proposed for the integration of environmental education in the basic level of cycle II at the Andrés Bello School in Colombia presents a deep and integrative perspective that is based on fundamental pillars of systemic thinking, ethics of intergenerational responsibility, long-term approach, individual and collective empowerment, promotion of transformational leadership and awareness of the global-local interconnection, this proposal aims at the formation of conscious and committed individuals with the ability to face environmental challenges with resolution and originality. By internalizing the importance of carbon footprint reduction and sustainability in all its facets, students not only acquire knowledge, but also become drivers of change, thus contributing to building a more sustainable future for generations to come.

Discussion and conclusions

Based on the research purpose stated at the beginning of this article, we highlight the content of a proposal in which the student identifies individual actions that over time contribute to the reduction of the carbon footprint. In other words, it is a learning-by-doing orientation, in which the student, in a practical way and with scientific evidence demonstrated by experiments, visualization of emission patterns and demonstration by means of anchor graphs, finds validity in the weight that their actions have on the environmental surroundings. This practical orientation in similar terms has been found in studies such as that developed by  Lestón (2021) which stresses the importance of students implementing practical actions based on scientific evidence to reduce the impact of their actions on the carbon footprint, based on the construction of meaningful learning.

Other academic proposals of a similar nature also consider meaningful learning as a core element for students to add value to the actions and activities that they identify as part of the environmental education process to reduce the carbon footprint from their individual contribution (Salcido y  Núñez, 2020; Simões Cacuassa et al., 2019). 

An element that stands out in the proposal presented here is the construction of an ethical perspective and an attitude of responsibility assumed internally by the students, an issue that seeks to ensure the continuity of the proposal itself, so that it is not seen as a sporadic act strictly linked to the student's stay in the school institution, but from the insertion of the ethical element, a perspective of responsible citizenship is built that allows visualizing positive effects in the reduction of the carbon footprint throughout life in society. 

By considering meaningful learning and ethics as pillars for environmental education, we promote the development of a long-term approach that transcends the search for immediate solutions. Therefore, students are guided to reflect on how their present actions will influence the future and how carbon footprint reduction can represent a sustainable contribution from the individual level. 

Considering the review of the preceding literature, it is possible to determine that the adequate way to achieve a significant environmental education for students is to get them involved in environmental actions, being also necessary to demonstrate the effects that their actions may have on the complexity of the socio-environmental system. The approach presented here, in a similar condition to the one in Ramírez-Iglesias (2022) emphasizes the need to visualize environmental proposals with long-term effects, and not with effects tied to the development of a particular course.

In this article, a comprehensive methodology focused on environmental education, conceived as a strategic tool to address carbon footprint reduction in the context of the Andres Bello School in Colombia, has been presented. It should be noted that this proposal is at a conceptual stage and has not yet been implemented or evaluated in practice. Therefore, the methodology approach is based on an interdisciplinary pedagogical design that seeks the coherent integration of environmental concepts and practices in all areas of the school curriculum, with the purpose of nurturing students' environmental understanding and action.

In this sense, the conclusions highlight that the adoption of an interdisciplinary approach in the field of environmental education is a highly effective strategy to promote a comprehensive understanding of the challenges posed by the environment. This allows us to play a crucial role in empowering students as agents with the capacity to influence the management of environmental change. 

Thus, the promotion of critical reflection on the daily decisions made by students in relation to the environment is a fundamental and unavoidable component of environmental education. This process of reflection has a significant potential to engender an active and sustainable awareness among students, thus encouraging their committed participation in the preservation of the environment.

 

The implementation of practical activities, such as the creation of green spaces and recycling programs, is an effective and tangible way to promote carbon footprint reduction within the school community. These practical initiatives not only have a positive impact on reducing the carbon footprint, but also stimulate greater environmental awareness and encourage the active participation of students in promoting sustainable practices.

In the process of critical analysis of this proposal, it is imperative to recognize and highlight limitations of notable relevance. In this sense, it is essential to point out that the lack of empirical validation is an inherent limitation of this study. The absence of real empirical data prevents the presentation of concrete results that would tangibly support the effectiveness of the methodology in its practical application in the educational setting. 

To address and overcome this limitation, it is imperative to carry out future research to evaluate and validate this proposal in the school context, thus providing empirical support for its theoretical foundations.

Secondly, it is essential to take into consideration the formation of a representative sample of students that encompasses diversity in terms of gender and socioeconomic level, since this would significantly contribute to enriching the overall quality and applicability of the results obtained. However, it is imperative to recognize that the materialization of this objective could pose logistical and organizational challenges of considerable proportions. To effectively address this limitation, there is a need to adopt a careful and thorough approach in the planning and execution of future research, which should be specifically designed to ensure the inclusion of a diversified sample of students in the context of educational research.

In relation to the continuity and projection of this research, there are three crucial approaches that require further consideration and development. Within this, the need to carry out the implementation of the proposed methodology at the Andrés Bello School, followed by a rigorous long-term follow-up, stands out. This stage of application in educational practice will allow the collection of empirical data in order to evaluate in a concrete and substantiated manner the effectiveness of the proposal in the school environment.

On the other hand, it is important to carry out an exhaustive analysis of the data collected in this implementation phase. This analysis should be carried out with precision and meticulousness, with the objective of precisely quantifying the impact of the proposed activities on concrete aspects, such as the reduction of the carbon footprint and the level of environmental awareness among students.

Finally, the possibility of considering the expansion of this methodology to other educational institutions is raised. This perspective offers a promising approach to address the challenges of climate change and to promote more effective and sustainable environmental education globally. Therefore, the replication of this proposal in different educational contexts could contribute significantly to the fight against climate change and to the strengthening of environmental awareness in society as a whole.

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