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The discharge of hygienic waste down domestic drains has become a socio-environmental problem that is causing serious damage to aquatic ecosystems and wastewater management systems. In this paper, we report the results of our study to determine the effectiveness of an environmental education (EE) program to raise awareness of this problem among primary school students. A longitudinal study was carried out using a survey methodology. A questionnaire, including Likert-scale items, was designed (n = 4362). A study of the reliability and validity of the measure was carried out using validations conducted by experts, Cronbach’s Alpha coefficient, factor analysis, and the categorical analysis of principal components (CATPCA). The analyses showed that there were significant differences between the educational cycles of primary education and two different versions of the program. For example, a second version of the EA program, with a more positive approach, produced an improvement in the acquisition of knowledge, behaviors, and attitudes regarding the development of good habits concerning the use of household drains. The conclusions show the suitability of this cross-sectoral EE program for actively involving students and their families in the proper management of household hygienic waste.

Environmental education plays a fundamental role in the fight against climate change and the transformation towards a more sustainable and environmentally friendly socio-economic model. This study shows how to evaluate the effectiveness of a program for compulsory education students in Spain. The subject of the program focused on the effects of climate change in relation to our consumption model and the generation of waste. A mixed research methodology is proposed that combines a quantitative (10 items on the Likert scale, n = 714) and qualitative approach (category construction and analysis on open-ended questions). A study of the reliability and validity of the measure was carried out through a categorical principal component analysis (CATPCA). The multivariate analysis of variance (MANOVA) correlates the gender and educational level of the students to the learning acquired in the program. For example, the results show how students are convinced that adopting minimal pro-environmental habits (turning off lights and unplugging electronics, choosing public transport to get around, or using solar and wind power to produce electricity) can help mitigate climate change. The conclusions show the difficulties and challenges of education for responsible consumption, emphasizing the development of environmental education programs for reducing the effects of climate change.

Various public and private entities are currently making efforts to render the higher education curriculum more environmentally friendly, and in this regard knowledge of students’ pro-environmental attitudes is relevant in order to know how best to direct these efforts. In view of this, this research aims to examine whether university students have differences in attitudes towards sustainability, both in the total score of the instrument used (Questionnaire on Education for Sustainability, CEPS, Spanish acronym) and in the general principles of educational, economic-environmental and socio-environmental sustainability, according to gender, year of study, degree and branches of knowledge (Social and Legal Sciences, Health Sciences). To this end, we have studied a sample of undergraduate students (n=428) from different degree courses at the University of Granada. In the analysis, mean comparisons were made for independent samples (Mann-Whitney U) and analysis of variances (Kruskal-Wallis). The results indicate that female students have a better environmental attitude, except in economic-environmental aspects. In the same way, differences have been identified between some degree courses, with the trend being towards a better pro-environmental attitude in the Social Education students with respect to the other degrees. Thus, we conclude that women and those in degrees related to social education or physical activity seem to be more sensitive to the actions proposed by Education for Sustainability.

Los docentes deben hacer uso de las nuevas tecnología para poder realizar un trabajo eficaz en la actual sociedad, donde los procesos educativos están basados en una cada vez mayor cantidad de información y conocimientos.La formación inicial de estos futuros docentes debe estar impregnada de experiencias enriquecidas con las tic.El estudio que se ofrece a continuación pretende conocer y analizar la percepción del alumnado de la Facultad de Ciencias de la Educación de la Universidad de Málaga en relación con la adquisición de las competencias profesionales, referentes a las nuevas tecnologías, necesarias para el desempeño laboral de su profesión.La investigación es descriptiva y la recogida de información se realiza a través de un cuestionario online realizado y validado previamente para los alumnos de los distintos estudios de grado, licenciaturas y Másteres Oficiales de Postgrado de Ciencias de la Educación.Los datos y resultados obtenidos son relevantes para determinar nuevas estrategias que permitan la adecuación entre las demandas laborales y la formación académico-profesional adquirida durante los estudios universitarios