Abstract
An analysis is made of the impact on beliefs regarding the environment of an educational intervention, linked to the objectives of the Global Campaign for Education-2019. The aim is to analyse to what extent the service-learning project influences the environmental sustainability beliefs of university students (N = 210) studying degrees in primary and social education (University of Valladolid), via the ‘New Human Interdependence Paradigm (NHIP)’ Scale, composed of 16 items with a Likert-type response design. Intervention is carried out in the classroom. The results obtained through a quasi-experimental research design of a single group with pre-testing and post-testing show a statistically significant 95% improvement among the participating students. Participation in cooperative groups and the tools used to facilitate critical reflection and an analysis of the connections between learning skills and academic content, together with the creation of educational resources based on those developed by the CME-2019, show their effectiveness in education for the sustainable development of these future trainers of new generations.
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