ENVIRONMENTAL EDUCATION: TRAINING CONSCIOUS CITIZENS IN SCHOOLS

Abstract

This article sought to analyze the potential and challenges of environmental education in the formation of conscious citizens in the school context. To this end, a qualitative, exploratory and descriptive study was conducted, based on a systematic bibliographic review, including publications between 2015 and 2025. The results indicate that environmental education, when integrated into the pedagogical project of schools, strengthens citizenship formation and promotes the development of critical and socio-emotional skills essential for sustainability. The analysis highlighted transformative pedagogical practices, such as interdisciplinary projects, school gardens, the use of active methodologies and digital technologies, which stimulate student protagonism and critical reflection on socio-environmental issues. However, significant obstacles were identified, such as the lack of specific teacher training, the absence of consistent public policies and the structural precariousness of schools. It is concluded that environmental education should be understood as an ethical, political and pedagogical practice that contributes to social and environmental transformation. Its implementation requires the commitment of educators, managers and public policy makers to comprehensive and emancipatory training, aimed at building more just and sustainable societies.