Climate change in the curricula of teacher training programs

Abstract

The Climate Change in the Curricula of Teacher Training Programs at the RURD (National University of Managua) research project aimed to analyze the integration of climate change topics into the curricula of the Natural Sciences and Biology programs at UNAN-Managua, to assess their curricular inclusion and contribution to comprehensive education with environmental awareness. The study adopted a qualitative-descriptive and cross-sectional approach, conducting surveys with 40 students, interviewing four teachers, and conducting a documentary review of the curricula and cross-cutting themes. Among the main results, it was shown that 87.5% of students recognized the inclusion of climate change in their training, especially in components such as Environmental Education, Ecology, and Integrators, in which projects, awareness-raising campaigns, and reforestation activities are developed. The curriculum review showed that climate change is present in 20% of Biology components and 29% of Natural Sciences components, with greater emphasis on methodological activities than on curricular content. The study concludes that, although UNAN-Managua has made progress in mainstreaming climate change into its programs, it is necessary to strengthen its systematic and holistic approach, coordinating theory with practice to train teachers capable of promoting environmental education and sustainable development from a critical and transformative perspective.