In addition, the professor points out that when it comes to instilling environmental conservation, it is more effective in children to promote love of nature than to instill fear of loss. The positive impacts provoke a
greater involvement in the defense and conservation of nature and the results of this effect are plausible in studies such as the one carried out by More Than Research for Naturaliza, the Ecoembes environmental education project, which indicates that nine of each ten young people in Spain consider environmental education a key factor in the post-Covid era.
Young people, education and the environment , carried out on more than 3,400 young people between 18 and 30 years old, also highlights that 90% of young people believe that environmental problems need to be considered to a greater extent to understand and prevent health crises.
“Environmental education is like a snail, slow, but it leaves the trail. Each student becomes an environmental agent, showing more commitment than most adults. Not only do they insist on recycling, they also correct when other people misuse the mask and they monitor the correct hygiene of the hands “, explains Joaquín Marzà, a teacher who is part of the Naturaliza project, director of CEIP Manuel Riquelme, in Hurchilllo (Orihuela, Alicante), a center that has been offering environmental education for more than 30 years .
“The pandemic is a complicated and complex situation that requires a series of restrictive measures, but we cannot stop the world. The school has to continue to function. In addition, the conditions for activities abroad are better than in a closed place like it is inside the classroom “, highlights Marzà. In this center of Alicante they continue to carry out activities such as taking
care of the school garden and visiting the surrounding forests.
Last May, the Council of Ministers approved the first Draft Law on Climate Change and Energy Transition which, in addition to focusing on Spain reaching emission neutrality before 2050 and achieving the objectives of the Paris Agreement, places environmental education at the center of the debate.
In fact, the eighth of its nine epigraphs is dedicated to the inclusion of the climate crisis in the Spanish educational system. Specifically, the regulation contemplates the reinforcement of knowledge about climate change in the classrooms of schools, institutes and universities. The aim is for students to acquire social and personal responsibility to develop “technical and professional activities of the low carbon and resilient economy”.
Outdoor activities in the centers of Madrid
At the Polvoranca environmental education center in Madrid, they start the academic year with few visits. “The activities that used to be of 20 or 30 people, now are of six so the schools are just coming,” explains a worker from the center. Located in one of the autonomous communities with the highest incidence of Covid, here they only carry out outdoor activities, with a mask and respecting the distance. “If the center is in a confined district, it cannot come,” they say.
Circular Economy series carried out in collaboration with the environmental organization Ecoembes