TEACHER EDUCATION FOR SUSTAINABLE EDUCATION IN RURAL CONTEXTS: CONTRIBUTIONS FROM SCHOOL ECOTOURISM

Authors

Keywords:

teacher training, sustainable education, school ecotourism, rural context, territorial pedagogy

Abstract

This theoretical review article aims to critically analyze teacher training for sustainable education in rural contexts, using school ecotourism as an articulating axis. Drawing on contributions from authors such as Morin, Freire, Capra, Sauvé and Leff, it constructs a conceptual framework that integrates complex thinking, critical pedagogy and environmental ethics. The methodology corresponds to a systematic and critical literature review of research, case studies and recent institutional reports, with emphasis on Latin American scholarship. Findings highlight the need to articulate epistemological, methodological, ethical and community-based competencies in teacher training, as well as to strengthen place-based pedagogical models connecting school, territory and community. Institutional barriers limiting the implementation of school ecotourism as a comprehensive formative strategy are also identified. The article concludes by proposing a theoretical-practical model to guide teacher training and recommendations for public policies that foster sustainable educational practices in rural areas, along with future research lines aimed at empirically validating these proposals.

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Author Biography

Marta Lucía Molina Torres, Libertador Experimental Pedagogical University

Marta Lucía Molina Torres is a doctoral candidate in Education at the Universidad Pedagógica Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio (Teacher Professional Development Institute). Her academic work falls within the research area of ​​**Teacher Training and Educational Sustainability**, from which she addresses sustainable education in rural contexts. Her research proposal, entitled *Teacher Training for Sustainable Education in Rural Contexts: Contributions from School Ecotourism*, highlights the value of ecotourism as an innovative pedagogical strategy for strengthening environmental awareness, local development, and contextualized education. Her approach promotes sustainable, relevant, and committed educational practices that are aligned with the rural environment and the holistic development of educational communities.

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Published

2026-06-16

How to Cite

Molina Torres, M. L. . (2026). TEACHER EDUCATION FOR SUSTAINABLE EDUCATION IN RURAL CONTEXTS: CONTRIBUTIONS FROM SCHOOL ECOTOURISM. Sinopsis Educativa, 26(1), 543–555. Retrieved from https://mail.revistas.upel.edu.ve/index.php/sinopsis_educativa/article/view/5441

Issue

Vol. 26 No. 1 (2026): Educational Synopsis

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Artículos

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