ENVIRONMENTAL AWARENESS, AND ENVIRONMENTAL EDUCATION: A REVIEW OF HOW ITS TRAINING IS ADDRESSES IN EDUCATIONAL INSTITUTIONS.

Abstract

This review sought to analyze environmental education training and environmental awareness among children and young people in educational institutions, focusing on how researchers approach this concept, the pedagogical strategies used, and the findings of its systematic application. It also examined similarities, contradictions, and understanding of the concept in different contexts. The methodology consisted of gathering information through academic databases such as Scielo, Dialnet, Dialéctica magazine, and Línea Imaginaria, complemented by the Google Scholar search engine. Among the most notable results, it was found that environmental awareness is often viewed from a multifactorial perspective that encompasses diverse dimensions of the human-environment relationship, such as the social, cultural, and ecological aspects. Some studies propose including environmental education in school curricula. In Colombia, this is achieved through School Environmental Projects (PRAE), which are linked to institutional improvement plans and environmental culture. It is also stated that environmental awareness training should be aligned with the relevance of the Sustainable Development Goals (SDGs) to recognize their importance in the global crisis, although challenges persist in terms of resources, public policies, and active community participation. In conclusion, training in environmental awareness and environmental education is key in both urban and rural contexts; however, its success depends on implementing concrete actions beyond intentions, overcoming structural barriers, and fostering multisectoral collaboration.