SIGNIFICANT LEARNING AND ENVIRONMENTAL EDUCATION: A PERSPECTIVE FROM EDUCATIONAL PRAXIS

Abstract

This argumentative essay provides an in-depth examination of how meaningful learning can improve environmental education and, therefore, contribute to reducing the educational impacts of the COVID-19 pandemic. The essay highlights the importance of the topic, noting that many curricula overlook climate change and biodiversity, and highlights the serious gap in the socio-emotional and digital skills of both students and teachers. Using an interdisciplinary approach, the study structures three key aspects: emotional connection, cultural environment, and practical utility. Theories such as those proposed by UNESCO are analyzed, and examples of implementation in Canada, Indonesia, Africa, and Europe are reviewed, including emerging technologies, indigenous knowledge, and experiences such as school gardens or environmental simulations. Among the most relevant conclusions, it is evident that a strong emotional connection with nature promotes change toward sustainable behaviors, while adapting content to the local cultural environment improves its relevance and educational effectiveness. Practical training also drives the adoption of sustainable technologies when immediate benefits are presented. Additionally, initiatives such as CARE-KNOW-DO show that the combination of digital literacy, ethical sensitivity, and technological action can increase commitment to the Sustainable Development Goals. The findings underscore that, while the pandemic caused significant damage, it also accelerated digitalization in education and showed that, in adequately resourced contexts, online learning can match or surpass face-to-face learning. A comprehensive approach is proposed that includes academic remediation, reintegration of those disconnected, fair digital schooling, support for teachers, and cooperation between governments, communities, and institutions.