University of Ciego de Ávila Máximo Gómez Báez

ISSN: 2309-8333

RNPS: 2411

|13(1) |2025|

This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)

Estrategia y Gestión Universitaria EGU

Scientific and technological

research article

How to cite:

Rubio Ponce, J., Amador

Enríquez, E., Murillo Cárdenas, C. A., &

Cruz Doriano, S. (2025). Educación no

formal y herramientas virtuales: un diseño

instruccional para la formación integral en

sustentabilidad.

Estrategia y Gestión

Universitaria

, 13(1), e8852.

https://doi.org/10.5281/zenodo.15338046

Received: 17/03/2025

Accepted: 21/04/2025

Published: 09/05/2025

Corresponding author:

juliana.rubio@uaq.mx

Conflict of interest:

the authors declare

that they have no conflict of interest,

which may have influenced the results

obtained or the proposed interpretations

Non-formal education and virtual

tools: an instructional design for

comprehensive sustainability training

Educación no formal y herramientas

virtuales: un diseño instruccional para la

formación integral en sustentabilidad

Educação não formal e ferramentas

virtuais: um design instrucional para

uma formação integral em

sustentabilidade

Abstract

Introduction: building sustainability in non-formal

educational contexts presents several challenges. The

diversity of participants requires methods centered on

individual needs, which can hinder the creation of a cohesive

instructional design. Additionally, incorporating virtual tools

into this process adds an extra layer of difficulty. Objective:

to implement an instructional design for comprehensive

training in sustainability, using virtual tools, in a non-formal

educational environment aimed at sustainability trainers.

Method: the ADDIE model was applied, and an integrated

analysis was conducted through a 15-item interview with 10

members of the Research Center for Engagement and

Sustainability at the Autonomous University of Querétaro.

Results: a course was developed that addressed the needs of

the specific context in which it was implemented. One key

finding was the necessity for trainers to possess solid

knowledge of formal education and pedagogical tools relevant

to this context. Conclusion: this study highlights a valuable

framework for implementing sustainability training programs,

emphasizing the importance of strong pedagogical training

and strategies that promote active, contextualized, and

collaborative learning.

Keywords: instructional design, non-formal education,

education for sustainable development, virtual tools

Resumen

Introducción: formar la sustentabilidad en contextos

educativos no formales presenta una serie de desafíos, la

diversidad de los participantes exige métodos centrados en las

necesidades individuales, lo que puede dificultar la creación

de un diseño instruccional cohesivo. A su vez, incorporar

herramientas virtuales en este proceso añade una capa

adicional de dificultad. Objetivo: implementar un diseño

instruccional de formación integral para la sustentabilidad,

con el uso de herramientas virtuales, en un ambiente de

educación no formal, dirigido a formadores en

sustentabilidad.

Juliana Rubio Ponce

Universidad Autónoma de Querétaro

https://orcid.org/0009-0002-7770-2441

juliana.rubio@uaq.mx

México

Eduardo Amador Enríquez

Universidad Autónoma de Querétaro

https://orcid.org/0000-0002-5626-9522

eduardo.amador@uaq.mx

México

Carlos Alberto Murillo Cárdenas

Universidad Autónoma de Querétaro

https://orcid.org/0000-0002-8576-6026

carlos.murillo@uaq.mx

México

Sacramento Cruz Doriano

Tecnológico Nacional de México

https://orcid.org/0000-0002-8837-7114

scruz@itescam.edu.mx

México

Estrategia y Gestión Universitaria

ISSN

: 2309-8333

RNPS:

2411

13(1) | January-June |2025|

Método:

se aplicó el modelo ADDIE y se llevó a cabo un análisis integrado por una

entrevista de 15 reactivos a 10 integrantes del Centro de Investigación en

Vinculación y Sustentabilidad de la Universidad Autónoma de Querétaro.

Resultados:

se obtuvo un curso que atendió las necesidades del contexto en el

que se desarrolló; uno de los hallazgos clave es la necesidad de que los

formadores posean un conocimiento sólido sobre la educación formal y las

herramientas pedagógicas pertinentes a este contexto.

Conclusión:

se evidencia

un marco valioso para la implementación de programas de formación en

sustentabilidad, subrayando la importancia de una capacitación pedagógica

sólida y de estrategias que promuevan el aprendizaje activo, contextualizado y

colaborativo.

Palabras clave:

diseño instruccional, educación no formal, educación para el

desarrollo sustentable, herramientas virtuales

Resumo

Introdução: construir a sustentabilidade em contextos educacionais não formais

apresenta vários desafios. A diversidade dos participantes exige métodos focados

nas necessidades individuais, o que pode dificultar a criação de um design

instrucional coeso. Além disso, a incorporação de ferramentas virtuais neste

processo adiciona uma camada extra de dificuldade. Objetivo: implementar um

design instrucional para formação integral em sustentabilidade, utilizando

ferramentas virtuais, em um ambiente educacional não formal, voltado para

formadores em sustentabilidade. Método: o modelo ADDIE foi aplicado, e uma

análise integrada foi realizada por meio de uma entrevista com 15 itens,

envolvendo 10 membros do Centro de Pesquisa em Vinculação e Sustentabilidade

da Universidade Autônoma de Querétaro. Resultados: foi desenvolvido um curso

que atendeu às necessidades do contexto em que foi implementado. Uma

descoberta importante foi a necessidade de que os formadores tenham um

conhecimento sólido sobre a educação formal e as ferramentas pedagógicas

pertinentes a este contexto. Conclusão: o estudo evidencia um marco valioso para

a implementação de programas de formação em sustentabilidade, ressaltando a

importância de uma formação pedagógica sólida e de estratégias que promovam a

aprendizagem ativa, contextualizada e colaborativa.

Palavras-chave:

design instrucional, educação não formal, educação para o

desenvolvimento sustentável, ferramentas virtuais

e8852

Introduction

In 1992, when the Earth Summit was held in Rio de Janeiro, Brazil, convened

by the United Nations, it was established that it was necessary to adopt certain forms

of production with a perspective of environmental respect. This was intended to

create a balance between the protection of ecosystems and economic development,

which would ensure a dignified world for future generations without compromising

their well-being (Madrigal, 2020).

Since 2015, the sustainability model and the Sustainable Development Goals

(SDGs) have garnered significant interest in international strategies and agendas, as

well as in educational research, in order to contribute to the achievement of the

SDGs (Alonso-Sainz, 2021). Sustainability should be interpreted as a structured

discipline of knowledge and as an innovative way to reconsider the human

relationship with nature, based on the integral relationship among environmental,

economic, and social dimensions that drive a global transformation of survival with

the planet (Zarta, 2019).

Since the Brundtland Report of 1987 defined sustainability, the negative

impact of environmental issues on the physical environment has been recognized, as

well as the importance of achieving a balance among nature, society, economy,

politics, culture, and technological advancements. Therefore, it is essential to

implement strategies that promote economic and social development while ensuring

the responsible use of natural resources, both renewable and non-renewable. In

2015, the SDGs were designed and published with the intention of establishing goals

to support the achievement of sustainability, positioning education as a fundamental

component for accomplishing them (García-Arce et al., 2021).

Lamanauskas and Alinauskienė (2024) assert that education is one of the

main tools for achieving sustainability. Worldwide, it is recognized that current

trends in economic development are not sustainable, and that public awareness,

education, and training are key tools to ensure a society with more sustainable

practices. The ability to live appropriately (sustainably) and manage and efficiently

use natural resources is fundamental.

Education for Sustainable Development (ESD) is an emerging and dynamic

approach that reframes education as a key tool to empower individuals in building a

sustainable future (Imara and Altinay, 2021). This approach promotes competencies,

skills, and knowledge aimed at social transformation (Scherak and Rieckmann, 2022),

motivating students to actively participate in sustainable change processes

(Rieckmann, 2018). ESD is closely linked to the Sustainable Development Goals

(SDGs), which provide a global framework to address challenges such as climate

change, poverty, and inequality.

From the educational perspective, the SDGs not only provide thematic

content but also require a transformative pedagogical approach that fosters

comprehensive training and critical reflection (Alonso-Sainz, 2021). While various

studies have focused on implementing ESD in formal contexts, such as schools and

universities, its systematic application in non-formal education settings remains

limited, where the diversity of participants and teaching methods pose particular

challenges (Hirsch Adler, 2023).

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A fundamental aspect to consider in Education for Sustainable Development

(ESD) is the strong influence that Information and Communication Technologies (ICT)

have had on it. The increased use of social media, tools, applications, and the

acceptance of innovative pedagogical methods in educational processes offer new

possibilities for ESD. Digital technologies present alternative forms of learning and

understanding necessary to implement complex solutions for sustainable

development (Boulahrouz et al., 2019).

ESD is a fundamental pillar in the formation of citizens capable of facing the

environmental, social, and economic challenges of this era. However, developing its

teaching in non-formal educational contexts poses significant challenges due to the

lack of institutional structure, as well as the diversity and flexibility of participants.

For the purposes of this study, non-formal education is understood as the process of

acquiring knowledge that occurs in non-academic contexts, that is, outside of an

institutional structure. It is a type of education that takes place outside the formal

educational plans of the school system. This type of education relates to

experiential, everyday experiences and individual values (Escudero-Nahón et al.,

2020).

Therefore, the use of virtual tools emerges as a key strategy to facilitate

comprehensive training, but also presents a significant challenge for sustainability

trainers, who are responsible for innovating and adapting their pedagogical

approaches and strategies to achieve more effective results. Virtual tools provide

flexibility, access to resources, and opportunities for interaction that help overcome

barriers of time and space. However, it is not sufficient to simply apply them; it is

essential to have an instructional design that strategically integrates content and

activities, ensuring that participants achieve meaningful learning.

A well-structured instructional design (ID) establishes a clear guide for

student learning, aligning the use of digital technologies with educational

objectives. It also ensures that learning about sustainability is easily accessible and

genuinely useful for transforming how this knowledge is understood and applied

(Rodríguez and Cubillas, 2024).

Agudelo (2009) notes that creating and implementing new training processes

involves not only developing educational materials and using innovative methods but

also rethinking roles within learning, posing a significant question: What is

instructional design and how can it be applied?

Currently, in response to the growing demand for quality education that

addresses student needs and leverages technology to offer flexibility in time and

space, it is necessary to consider virtual learning environments. These environments

must integrate all relevant resources, content, and tools to support the educational

process and foster the development of competencies (Vera et al., 2021).

Correa (2021) mentions that in various educational modalities, instructional

design (ID) models have evolved alongside learning theories and technological

advancements. Teaching tools have diversified and adjusted to these changes,

leading to increased demands on didactic resources to maintain pedagogical

coherence. This entails progressively more complex interactions and relationships

e8852

among the learner, the instructor, the content, and its environment. The

implementation of design aims not only for students to engage in intellectual

activities but also to create an impact on their identity construction and social

relationships (Morales, 2022).

Understanding what students need, using the best teaching strategies,

constantly assessing their progress, and incorporating technology are key

components of instructional design (Torres, 2024). However, applying these

principles in the field of ESD presents significant challenges that require detailed

analysis and a deep understanding of the particular characteristics of this important

area.

The development and implementation of an ID can occur across various

educational contexts, one of which, and the objective of this study, is non-formal

education. Non-formal education plays a fundamental role, as it can complement,

supplement, and provide an alternative to formal education (Deldén et al., 2023).

Khumsamart (2022) defines non-formal education as a management process

to develop students' competencies in terms of attitudes, skills, and knowledge. This

process can be more flexible than learning within the general school system and

develops personal skills necessary for satisfactory social living. Furthermore,

Almeida and Morais (2024) affirm that non-formal education seeks to address the

limitations and challenges of formal education, as the latter does not reach all

communities nor provide all essential competencies and capabilities for their

comprehensive development.

Today, it is crucial to educate citizens in sustainable practices, not only in

formal educational contexts but across various educational settings. In this regard,

non-formal educational environments face several challenges, such as a lack of

resources and appropriate methods.

These difficulties reduce trainers' capacity to impart essential knowledge

and skills that promote environmental awareness and responsible behaviors.

Therefore, there is a need to develop an instructional design that allows

sustainability trainers to effectively utilize virtual tools.

The fundamental objective of this work is to implement a course based on a

suitable ID aimed at sustainability trainers in non-formal educational contexts,

integrating virtual tools to enhance the teaching and learning of sustainability.

It is intended that through the various researched techniques and

instructional design models, a solution will be proposed based on a model that

generally guides the ideal structure that a course should follow for its effective

development, as well as a model to be applied in the teaching-learning process that

enables the trainer to develop each content area, providing activities related to the

themes.

A relevant aspect to consider in instructional design (ID) is that the design

of content and curricula must respond to the appropriate factors and characteristics

of the target population. According to Muñoz-Sánchez (2023), there are various

instructional design models, among which the Analysis, Design, Development,

Implementation, and Evaluation (ADDIE) model stands out.

e8852

The ADDIE model follows a series of stages that begin with defining learning

objectives, choosing a theoretical approach, and analyzing the context in which the

intervention will take place. Additionally, in this case, evaluation is approached from

two perspectives: formative, to monitor the process, and summative, to measure

final outcomes (Losada and Peña, 2023).

This ID model is highly versatile and can be adapted to a wide variety of

situations and needs. It is developed in a dynamic, recursive, and flexible manner

(Quinde et al., 2022), which is very useful for achieving the objectives of this study,

as it guides the methodological work and design that should be followed to create a

course. Thus, its phases served as the basis for constructing the teaching-learning

process described in this research.

Methods and materials

The development of this work was based on field research, employing a

qualitative design through inductive analysis (Acosta, 2023), aimed at creating

instructional materials focused on facilitators and trainers in sustainability in non-

formal educational environments utilizing virtual tools.

The research included conducting a participatory diagnostic, of a qualitative

nature and with a phenomenological orientation, as it focused on interpreting the

diverse perceptions of participants regarding the issues, their causes, and

consequences. Additionally, elements of the socio-critical paradigm were

incorporated to foster collective reflection and critical analysis. The ADDIE model

was used for instructional design.

Some studies have applied the ADDIE model to develop websites using tools

such as Content Management Systems (CMS) and Learning Management Systems

(LMS), as well as various applications. The goal is to create functional and well-

designed prototypes that contribute to improving students' academic performance

(Ghani and Daud, 2018), in addition to providing support, feedback, and effective

teaching of language skills (Jurado and Marto, 2022).

ADDIE represents one of the most successful models in its application,

characterized by its focus on five phases, which is quite useful and appropriate for

developing courses that meet the required demands. This ID model is viewed as a

general approach due to its fundamental stages in creating an educational structural

design, as they are interconnected and enable adaptation to achieve teaching

objectives. Below, each of the stages integrated into this model is described:

Figure 1

Phases of the ADDIE Model

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Source: Adapted from Morales (2022).

The first step involves examining the students, the content, and the context

to gain a clear understanding of the situation and determine their training needs

(Juárez et al., 2022). For this stage, a semi-structured interview was designed and

applied. The experimental subjects were a group of 10 members of the Research

Center for Linking and Sustainability at the Autonomous University of Querétaro,

Jalpan Campus. The subjects’ profiles are prominent in the field of sustainability

training in non-formal education settings, as well as their experience in using virtual

tools for training.

Results and discussion

The fundamental purpose of the first phase, corresponding to the analysis,

was to identify the needs and context in which the problem to be solved arises, with

the intention of identifying probable causes and determining whether the proposed

instructional design contributes to solving the problem.

Table 1

Categories and codes

Analysis: Identify the

context and needs

Evaluation: Assess the

quality of the products

and instructional

processes

Design: Identify content-

based objectives and

develop a structured

framework

Implementation:

Prepare the environmen

Development: Generate

and validate learning

resources, as well as

materials and activities

e8852

APRIORISTIC CATEGORY

CATEGORY

CODES

ICT and its benefits

Meaning of ICT

Contribution of ICT

Ways to implement ICT in

non-formal education

Frequency of ICT use

Tools and resources

used and created

ICT resources used

Communication resources

Created digital material

Software used

Technological media

Difficulties and solutions

in using ICT

Difficulties

Solution strategies

Required and expected

knowledge

Required training

Expected knowledge of

students

Non-formal education

Source: Authors’ own elaboration.

In the last category corresponding to the procedure for training in

sustainability in a non-formal education environment using ICT, various procedures

were obtained, none of which were the same.

Once the perceptions of the members of the CIVS Jalpan were identified,

the analysis indicated that in the category of ICT and its benefits, they perceive ICT

as a fundamental tool in the knowledge society. These tools allow them to

disseminate knowledge and receive information in all contexts, identifying

computers and other digital tools as necessary resources for digitalization,

facilitating processes and reducing time and effort.

e8852

This suggests that the interviewees have a good grasp of the concept of ICT

and recognize the benefits of its use as sustainability trainers, as they state that ICT

has revolutionized the educational process, providing a series of advantages that

enhance both learning and teaching.

Their use of ICT in their role as sustainability trainers in non-formal settings

is very frequent; some even claim to always use them. This leads us to the next

aprioristic category, which corresponds to the technological tools they use and

create to carry out their work as sustainability trainers in a non-formal education

environment.

Initially, the main technological media they use include computers,

projectors, mobile phones, televisions, speakers, and cameras, among others. On

the other hand, the technological tools they use in their teaching processes can be

classified into presentation tools, schematics, diagrams or knowledge instruments,

video tools, portfolio tools, communication tools, evaluation tools, and tele-training,

which they use to create didactic material.

Carrying out their teaching processes using ICT has brought various

complications. The interviewees report that power outages and internet issues have

been their main limitations, as well as the fact that many of their students lack the

necessary training to fully leverage the possibilities of ICT in education. There is

resistance to virtuality; some individuals may lack access to devices or connectivity,

which limits their participation in the process.

To overcome these difficulties, the interviewees indicate that they have

implemented various strategies and resources to facilitate adaptation, such as

creating clear and engaging content, fostering creativity in the use of ICT, and

recognizing the different learning curves among members of the educational

community. They also prepare with physical materials and revert somewhat to

traditional methods, especially adapting to the target student.

In the aprioristic category corresponding to the expected knowledge in

students being trained in sustainability and the knowledge required of sustainability

trainers using ICT, the interviewees expressed that they aim to achieve knowledge

across various dimensions. They want to foster greater participation and reflection,

encouraging students to become agents of change, actively participating in building

a sustainable future.

Furthermore, they expect students to develop critical thinking and social

awareness centered on responsibility toward their community and the environment.

They state that education in sustainability should be cross-cutting and

interdisciplinary, achieving more collaborative work.

Additionally, they mention that students must acquire skills to solve complex

problems, developing a more critical and analytical character. It is essential that the

knowledge acquired transcends the educational realm and is applied in the students’

everyday and professional lives. This training should be conceptual, providing

students with a deep understanding of the dimensions of sustainability and the

intrinsic value of their contributions.

The interviewees indicate that, as sustainability trainers, they require

e8852

certain competencies, skills, and knowledge that enable them to achieve their

educational goals. They must be aware of how to appropriately use ICT, facilitate

and leverage teamwork through technological tools, and adapt educational resources

that are effective and, above all, engaging. Lastly, training should include

understanding and applying the relationship between education and sustainability to

prepare students for future challenges.

Regarding the aprioristic category of non-formal education, most

stakeholders approach a conceptual idea; however, some confusion is observed.

They refer to it as what is not considered traditional education, outside the

classroom, involving people who do not attend school, cross-cutting, and outside an

official curriculum, among other aspects. These responses indicate that clarification

of the concept is needed.

After analyzing the results obtained from the diagnostic evaluation, it was

determined that the members of the CIVS Jalpan (sustainability trainers) need to

prioritize the following list of needs:

• Identify the characteristics of non-formal education.

• Identify appropriate learning processes and strategies for training in

sustainability.

• Use of ICT and virtual tools in a non-formal education environment.

• Identify the appropriate process for training in sustainability in a non-formal

education environment.

It is essential to consider that in the case of ESD, learning occurs in many

types of social contexts. This learning is not limited to what happens in the formal

educational system; it also encompasses what occurs in daily life and in the

professional sphere (Organización de las Naciones Unidas para la Educación, la

Ciencia y la Cultura, 2004).

In the analysis section, the "Expert Review of Processes and Learning" in

Education for Sustainable Development was used as a basis, as part of the United

Nations Decade of Education for Sustainable Development (2005-2014). This

document aims to realign policies, practices, and investments in education towards

sustainability, guiding the design of the course based on accepted learning processes

for ESD (Organización de las Naciones Unidas para la Educación, la Ciencia y la

Cultura, 2011).

Thus, the course design proceeds as follows:

Course name: Sustainable teaching mediated by virtual tools in non-formal

educational contexts.

Table 2

Course information

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PURPOSE

Identify suitable pedagogical strategies for training in sustainability in non

-formal

educational contexts using ICT and virtual tools.

OBJECTIVES

Understand what a non-formal educational context entails.

Identify appropriate learning

processes and strategies for training in sustainability.

Identify virtual tools that contribute to sustainability training in non

-formal

educational contexts.

GENERAL ASPECTS

User profile

The ideal profile for this course is educators conducting teaching

processes in sustainability (social, economic, or environmental

dimension) in non

formal educational contexts, preferably

members of the Regional Corridor for Integral Training in

Sustainability (CORESU).

Type

Private

Location

Autonomous University of Querétaro, Jalpan Campus

Synchronous or

asynchronous

Asynchronous

Level

Undergraduate

Teacher

-student

interaction

Moderate

Student

-teacher

interaction

Moderate

Duration

25 hours

Source: Authors’ own elaboration.

Table 3

General course design

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Module number and name:

Module 1. Non

-formal education

Purpose

To provide a theoretical

-conceptual foundation regarding what a non-

formal educational context entails

Topics and Subtopics

Covered:

Introduction.

What is non

-formal education and why is it important?

Teaching strategies in non

-formal education.

Knowledge

Acquire practical knowledge about non

-formal education, its

importance according to contextualization, and teaching strategies to

achieve meaningful learning

Presentation Outline

Section

Topic

Activity

Estimated Time

Technological

Resources

Evaluation

1 Welcome and

introduction

Presentation forum

MIN

Moodle platform,

Canva

Participation and

comments on

two peers.

Module number and

name:

Module 2. Commonly accepted learning processes in

harmony with ESD

Purpose

To identify learning processes and strategies suitable for training in

sustainability.

Topics and

Subtopics Covered:

Introduction.

ESD.

Commonly adopted pedagogies in ESD.

Educational transformations proposed by ESD.

Knowledge

Acquire relevant information that directly impacts their role as sustainable

educators.

Presentation Outline

Section

Topic

Activity

Estimated

Time

Technological

Resources

Evaluation

Introduction

30 MIN

Moodle platform

ESD in my

context

Video and

120 MIN

Moodle platform, Lumi

Rubric for forum

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Forum

participation

ESD pedagogies in

teaching and their

transformations

Mind Map 180 MIN

Moodle Platform

Rubric

Modul number and

name:

Module 3. The relationship between ESD,

non-formal education, and

virtual tools.

Purpose

To identify virtual tools that contribute to sustainability training in non

formal educational contexts.

Topics and Subtopics

Covered:

Introduction.

Virtual tools in ESD.

Virtual tools in

non-formal education.

Course Closure.

Knowledge

Identify ICT and suitable virtual tools for training in sustainability in

a non-formal education environment.

Presentation Outline

Section

Topic

Activity Estimated

Time

Technological

Resources

Evaluation

Introduction

30 MIN

Moodle platform

Digital

technologies and

education for

sustainable

development.

anvas on Padlet

180 MIN

Moodle platform,

Padlet

Participation in

the canvas

Using digital tools

for teaching in

non

-formal

educational

contexts.

Memory game

180 MIN Moodle platform

Course closure.

Forum:

reflection and

proposal

180 MIN

Moodle platform

Participation in

the forum

Source: Authors’ own elaboration.

For the development stage, all necessary materials and didactic resources

were created to address the needs identified in the first phase of ADDIE, the analysis.

The developed resources include infographics, interactive images, presentations,

illustrative videos, and H5P formatted virtual learning objects. Each of these

materials was designed based on the previously established learning objectives.

Accessibility and clarity were also considered to ensure relevance and coherence in

the context of implementation.

During the implementation phase, all materials were uploaded to Moodle

through the UAQ Jalpan Virtual Campus. Regarding evaluation, various formative and

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summative feedback activities were designed and applied, integrated into each

module. These activities included quizzes, discussion forums, and practical

exercises.

As part of the discussion, it is important to mention that developing an

instructional design for training in sustainability within a non-formal educational

context presented both challenges and opportunities. The results highlight the

importance of adapting teaching strategies to the needs of trainers and having a

solid understanding of formal education and digital tools. This section defines what

these findings mean, how they relate to other research, and how they can improve

sustainability training. Additionally, it reflects on the challenges of integrating

virtual methodologies and potential improvements for future applications.

These findings reinforce the idea that teaching sustainability in non-formal

educational contexts is not only a challenge but also an opportunity to rethink how

teaching strategies are designed and applied. The lack of familiarity with the

concept of non-formal education among trainers themselves indicates that there is

still much to explore in this field, especially concerning teacher training.

Furthermore, while the use of virtual tools is common and various authors support

this idea, not all are equally effective for teaching sustainable development,

underscoring the importance of selecting technologies that go beyond mere

information transmission and foster action. Ultimately, these findings confirm the

need to investigate and develop pedagogical approaches that adequately combine

the flexibility of non-formal education with the potential of ICT, ensuring that

sustainability education is truly meaningful and applicable to contemporary

challenges.

In his work “Education, Environmental and Human Sustainability,” Madrigal

(2020) underscores the importance of generating a new consciousness, highlighting

how not only public organizations and institutions but also private ones are joining

efforts to achieve a different kind of education—one that allows for a fulfilling life

in harmony with nature. However, the results of this work demonstrate the

significant distance that still needs to be covered. Although there has been

substantial progress in implementing ESD, alarming challenges remain, such as the

lack of sufficient knowledge and skills to effectively teach sustainability.

The findings of this study align with those proposed by Tilbury (2011), who

notes that ESD in non-formal educational contexts requires flexible approaches and

more participatory methodologies that provide opportunities for both trainers and

students to generate meaningful knowledge. Additionally, authors such as Álvarez-

Cadavid and González-Manislava (2022) emphasize the importance of prioritizing the

use of technological tools in professional training. However, while these studies

highlight the significance of active student participation, the results of this research

reveal that the trainers themselves need a better understanding of non-formal

education and its methodologies, pointing to a gap in teacher training that has yet

to be thoroughly addressed.

On the other hand, Lozano et al. (2017) discuss the importance of developing

specific digital competencies for teaching sustainability in various educational

contexts, including non-formal ones. This directly relates to the results obtained, as

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it was reinforced by showing that while participants were adept at using ICT, not all

the tools employed were effective in generating meaningful learning.

Authors such as Llanos (2021) affirm the importance of non-formal

education, noting the global consensus on the necessity of lifelong learning and how

all individuals should have the opportunity to learn continuously, both inside and

outside formal educational settings. However, this study observed a lack of full

understanding of what formal educational processes involve. While this type of

education is indeed critical, it has not received the necessary attention for effective

implementation of the teaching-learning process.

Conclusions

One of the main contributions of this study is that implementing

sustainability teaching represents a significant challenge, and its complexity

increases when applied in non-formal educational contexts, especially when

integrating virtual tools. Throughout the research, an instructional design for

comprehensive sustainability training mediated by digital technologies was

successfully implemented, aimed at trainers in this field. One of the most relevant

findings was that course participants indicated they were not familiar with the

concept of non-formal education, despite much of their educational activities

occurring in such environments. This lack of clarity highlights the urgent need for

teacher training focused on more flexible pedagogical approaches that transcend

traditional schooling frameworks and recognize the diversity of spaces and forms of

learning.

Although participants demonstrated adequate handling of digital tools, a key

point emerged for future research: not all technologies are relevant or effective for

teaching sustainability in non-formal contexts. While they provide advantages in

accessing information and interaction, their true impact depends on strategic

selection aimed at promoting not only knowledge but also critical reflection and

practical application in everyday life. This observation suggests the need for deeper

studies on the relationship between types of educational technology, teaching

methodologies, and significant learning outcomes in sustainability.

The instructional design of the course “Sustainable Teaching Mediated by

Virtual Tools in Non-Formal Educational Contexts” appropriately addressed the

needs identified in the analysis phase. It enabled participants to recognize the

distinctive characteristics of non-formal education, understand the learning

processes that occur within it, and use ICT more critically and effectively in teaching

sustainability. These capabilities strengthen their teaching profile, promoting a

more reflective, contextualized, and inclusive practice.

As future research directions, it is suggested to explore more deeply the

impact of using specific digital tools in teaching the SDGs in non-formal

environments, as well as to analyze changes in trainers’ pedagogical practices after

receiving training based on instructional models such as ADDIE. It would also be

relevant to investigate the institutional or cultural barriers that limit the full

adoption of non-formal approaches in education for sustainability.

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In summary, this study reaffirms that education for sustainability, aligned

with the Sustainable Development Goals (SDGs), must extend beyond formal

educational environments, and that its effective implementation requires not only

technological resources but also solid teacher training that is sensitive to the context

and committed to social transformation.

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About the main author

Juliana Rubio Ponce

: PhD candidate in Innovation in Educational Technology from

the Faculty of Computer Science at the Autonomous University of Querétaro (UAQ)

and Master's degree in Innovation in Virtual Teaching-

Learning Environments from

the same institution. I completed

a Bachelor's degree in Political Science and Public

Administration at the Faculty of Political and Social Sciences at UAQ (2011-

2015).

Currently, I am a research professor at the UAQ Jalpan Campus, where I also

coordinate the Mixed Baccalaureate program. A

s a member of the Center for

Research on Outreach and Sustainability, I have developed projects focused on the

application of TIC

in educational processes and in the field of sustainability. I have

teaching experience since 2021, promoting innovative pedag

ogical strategies that

respond to contemporary challenges in education.

Declaration of author responsibility

Juliana Rubio Ponce

Conceptualization, Data curation, Formal analysis, Research,

Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization, Writing/original draft and Writing, review and editing.

Eduardo Amador Enríquez

Conceptualization, Formal Analysis, Research,

Methodology, Validation/Verification, Visualization, Review, Writing and E

diting.

Carlos Alberto Murillo Cárdenas

Methodology, Validation/Verification,

Visualization, Review, Writing and Editing

Sacramento Cruz Doriano 4: Validation/Verification, Visualization, Review, Writing

and Editing.

Financing:

This research was carried out using our own resources.

Special Acknowledgments: