Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school

Muela-Bermejo, Diana (Universidad de Zaragoza) ; Pérez-Martínez, Laura

Resumen: This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children’s readings aligns with theoretical studies focusing on an ecocritical approach to children’s literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator’s role is crucial for guiding students toward deeper, more meaningful ecocritical understanding.

Idioma: Inglés

DOI: 10.1080/13504622.2024.2408428

Año: 2024

Publicado en: ENVIRONMENTAL EDUCATION RESEARCH Latest Article (2024), [15 pp.]
ISSN: 1350-4622

Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00

Tipo y forma: Article (PostPrint)

Área (Departamento): Área Didáctica Lengua y Liter. (Dpto. Didácticas Específicas)