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
Review article
How to cite:
Huerta Gómez, Y. N.,
Gómez Meza, R. G., & Severiche Sierra, C.
A. (2025). Environmental education,
university management and society: an
analysis of their relationships in the
literature.
Estrategia y Gestión
Universitaria
, 13(1), e8864.
https://doi.org/10.5281/zenodo.15329384
Received: 24/03/2025
Accepted: 21/04/2025
Published: 07/05/2025
Corresponding author:
yairelyshuerta@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Environmental education, university
management and society: an analysis
of their relationships in the literature
Educación ambiental, gestión
universitaria y sociedad: un análisis de
sus relaciones en la literatura
Educação ambiental, gestão
universitária e sociedade: uma análise
de suas relações na literatura
Abstract
Introduction: environmental education is a central axis for
universities in a global context marked by environmental
crises. Objective: to analyze the relationships between
environmental education, university management, and society
to identify trends and research lines that underpin a
theoretical model. Methodology: a mixed-documentary
review was conducted, combining bibliometric and qualitative
analyses. The Scopus database (2014-2024) was used to
identify disciplinary areas, keywords, and research lines. The
qualitative analysis followed a thematic approach, focusing on
the most relevant articles. Results: five main trends were
identified: the integration of environmental education into
university management, an interdisciplinary approach,
societal engagement, the use of digital technologies, and
impact assessment. These trends highlight the role of
universities as key players in multi-helix models involving
governments, industries, and communities. Conclusion: the
study underscored the need for a theoretical model that
integrates environmental education within a helix framework.
This model should foster interdisciplinarity, citizen
participation, and technological innovation, strengthening
universities' role in building sustainable societies.
Keywords: environmental education, university management,
helix models, multi-actor collaboration, sustainability
Resumen
Introducción: la educación ambiental es un eje central para
las universidades en un contexto global marcado por crisis
ambientales. Objetivo: analizar las relaciones entre la
educación ambiental, la gestión universitaria y la sociedad,
con el objetivo de identificar tendencias y líneas de
investigación que fundamenten un modelo teórico.
Yairelys Nancy Huerta Gómez
1
Escuela Provincial Pedagógica Nicolás
Guillén Batista
https://orcid.org/0009-0002-8456-8244
yairelyshuerta@gmail.com
Cuba
Rolando Gustavo Gómez Meza
2
Universidad Rafael Belloso Chacín
https://orcid.org/0000-0002-1365-9838
rgomezm6@hotmail.com
Venezuela
Carlos Alberto Severiche Sierra
2
Universidad de Cartagena
https://orcid.org/0000-0001-7190-4849
cseveriches@unicartagena.edu.co
Colombia
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | January-June |2025|
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
Metodología:
se realizó una revisión documental mixta que combinó un análisis
bibliométrico y otro cualitativo. Se utilizó la base de datos Scopus (2014-2024)
para identificar áreas disciplinares, palabras clave y líneas de investigación. El
análisis cualitativo siguió el enfoque temático, con dirección hacia los artículos
más relevantes.
Resultados:
se identificaron cinco tendencias principales: la
integración de la educación ambiental en la gestión universitaria, el enfoque
interdisciplinario, la vinculación con la sociedad, el uso de tecnologías digitales
y la evaluación de impactos. Estas tendencias destacan el papel de las
universidades como articuladoras de modelos de hélice que involucran a
gobiernos, industrias y comunidades.
Conclusión:
el estudio subrayó la necesidad
de un modelo teórico que integre la educación ambiental en un marco de hélice.
Este modelo debe promover la interdisciplinariedad, la participación ciudadana
y la innovación tecnológica, fortaleciendo el rol de las universidades en la
construcción de sociedades sostenibles.
Palabras clave:
educación ambiental, gestión universitaria, modelos de hélice,
colaboración multiactoral, sostenibilidad
Resumo
Introdução: a educação ambiental é um eixo central para as universidades em um
contexto global marcado por crises ambientais. Objetivo: analisar as relações
entre educação ambiental, gestão universitária e sociedade, a fim de identificar
tendências e linhas de pesquisa que fundamentem um modelo teórico.
Metodologia: foi realizada uma revisão documental mista, combinando análises
bibliométricas e qualitativas. A base de dados Scopus (2014-2024) foi utilizada
para identificar áreas disciplinares, palavras-chave e linhas de pesquisa. A análise
qualitativa seguiu uma abordagem temática, direcionada aos artigos mais
relevantes. Resultados: foram identificadas cinco tendências principais: a
integração da educação ambiental na gestão universitária, a abordagem
interdisciplinar, a vinculação com a sociedade, o uso de tecnologias digitais e a
avaliação de impactos. Essas tendências destacam o papel das universidades como
articuladoras de modelos de hélice que envolvem governos, indústrias e
comunidades. Conclusão: o estudo ressaltou a necessidade de um modelo teórico
que integre a educação ambiental dentro de um quadro de hélice. Esse modelo
deve promover a interdisciplinaridade, a participação cidadã e a inovação
tecnológica, fortalecendo o papel das universidades na construção de sociedades
sustentáveis.
Palavras-chave:
educação ambiental, gestão universitária, modelos de hélice,
colaboração multiatores, sustentabilidade
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Introduction
Environmental education constitutes a fundamental field of study and a
system of action within a global context marked by unprecedented environmental
challenges (Berchin et al., 2021). Climate change and climatic variability,
biodiversity loss, pollution, and the overexploitation of natural resources have
underscored the urgency of adopting comprehensive and collaborative approaches
to address these issues (Wang et al., 2024). In this scenario, universities, through
their numerous interconnections within the social fabric, have been called to play a
leading role, not only as knowledge producers but also as agents of environmental
transformation (Gardner et al., 2021). However, for their impact to be significant,
it is necessary to understand how these institutions can articulate with other key
actors, such as governments, industries, social organizations, and educational
communities at prior levels, within a framework of collaboration that promotes
sustainability (Vieira Nunhes et al., 2021).
In recent decades, the academic literature has explored various dimensions
of environmental education and its relationship with university management and
society (Acosta Castellanos & Queiruga-Dios, 2022; Žalėnienė & Pereira, 2021).
These studies highlight the importance of integrating sustainability into the strategic
plans of higher education institutions, as well as the need to foster interdisciplinary
and participatory approaches that involve multiple stakeholders (Leal Filho et al.,
2021).
Nevertheless, it is vital to note that there are gaps in the understanding of
how these efforts can be articulated in a systematic and effective manner. In this
sense, the analysis of collaborative models, such as the helix model, becomes
particularly relevant; this model is characterized by promoting interaction among
academia, industry, government, and civil society (Bellandi et al., 2021).
This research emerged from the need to deepen these relationships and
identify the main trends and lines of inquiry that have shaped the study of
environmental education in the university context, aiming to achieve a broad
representation of this field. Through a comprehensive document review, the goal
was to synthesize the theoretical and practical advances, in order to provide a
foundation for designing a theoretical model that integrates environmental
education within a multi-stakeholder collaborative framework. Therefore, the
aspiration is to develop a model that acts as a conceptual tool and guide for
universities and other stakeholders in implementing sustainable and transformative
strategies.
The relevance of this study lies in its contribution to the academic and
practical debate regarding the role of universities in promoting sustainability. By
identifying the most relevant trends and lines of research, it offers a clear
perspective on existing advances and challenges, as well as opportunities to
strengthen the articulation between environmental education, university
management, and society. Ultimately, the analysis aims to serve as a basis for the
design of policies, programs, and practices that foster collaboration among the
different stakeholders involved.
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Methodology
The methodology was based on a mixed approach that combined techniques
of document review and analyses both bibliometric and qualitative. This design
allowed for a comprehensive exploration of the relationships between environmental
education, university management, and society, drawing from the academic
literature published between 2014 and 2024. The Scopus database was selected as
the primary source due to its extensive coverage of scientific publications and its
recognized rigor in indexing articles. Table 1 presents the general search strategy
according to phases, drivers, and temporal aspects.
Table 1
Search scheme by type of analysis
Phase
Strategy
Bibliometric
analysis
( TITLE-ABS-KEY ( university AND management ) AND TITLE-ABS-
KEY ( environmental AND education ) ) AND PUBYEAR > 2013 AND
PUBYEAR < 2025
Thematic
Analysis
( TITLE-ABS-KEY ( university AND management ) AND TITLE-ABS-
KEY ( environmental AND education ) ) AND PUBYEAR > 2013 AND
PUBYEAR < 2025 AND ( LIMIT-
TO ( EXACTKEYWORD , "Environmental Management" ) OR LIMIT-
TO ( EXACTKEYWORD , "Sustainable Development" ) OR LIMIT-
TO ( EXACTKEYWORD , "Higher Education" ) OR LIMIT-
TO ( EXACTKEYWORD , "Environmental Education" ) OR LIMIT-
TO ( EXACTKEYWORD , "Teaching" ) OR LIMIT-
TO ( EXACTKEYWORD , "Environmental Protection" ) ) AND ( LIMIT-
TO ( DOCTYPE , "ar" ) ) AND ( LIMIT-TO ( OA , "all" ) )
Source: Own elaboration.
In the bibliometric analysis phase, three key indicators guided the literature
review. First, the main areas of disciplinary relationships were identified to
understand how different fields of knowledge have approached the study topic.
Second, an analysis of the most recurrent keywords in the reviewed articles
was conducted, helping to identify the central concepts that have dominated
academic discussion over the past decade. Finally, the main lines of research, both
consolidated and emerging, were determined, allowing for visualization of the
thematic approaches that have predominated in the study of environmental
education and its relationship with university management and society.
The qualitative analysis was carried out following the methodological
proposals of Braun and Clarke (2022; 2023), specifically their thematic analysis
approach. This process involved a detailed review of the most relevant articles
identified in the bibliometric phase, but with a temporal restriction to the period
2020-2024 for greater relevance. Additionally, multiple filters were employed to
refine the search, as presented in Table 1.
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Those works that made significant contributions to the study topic based on
their theoretical, methodological, or practical focus were selected. From this
selection, an inductive coding of the data was conducted, allowing for the
identification of patterns and recurring themes in the literature. These themes were
organized and analyzed based on their relevance and their capacity to address the
research questions posed.
The combination of these techniques provided a broad and deep view of the
state of the art in the study topic. The bibliometric analysis offered a quantitative
perspective that helped identify general trends and patterns in academic
production, while the qualitative analysis allowed for a deeper exploration of the
contents and meanings of the most relevant articles. This integration of methods
strengthened the validity and reliability of the results, providing a solid foundation
for the conclusions and recommendations presented in the article.
In concluding the methodological section, it is important to acknowledge
significant limitations that should be recognized when contextualizing the findings.
First, the reliance on the Scopus database, while justified based on coverage and
rigor indicators, may have excluded relevant publications in other languages or in
non-indexed journals, potentially affecting the representativeness of the results.
Additionally, the analysis period (2014-2024) and the global focus of the study may
have overlooked historical contributions or specific regional perspectives, limiting
the diversity of contexts analyzed.
Furthermore, while the bibliometric analysis was useful for identifying
general trends, it did not capture the quality or actual impact of the publications.
The qualitative analysis, despite its rigor, was subject to the subjectivity inherent
in the selection criteria and the coding process of the articles. Another significant
limitation was the exclusion of grey literature (technical reports, theses, non-
indexed books), which could have enriched the analysis with practical and applied
perspectives.
Results and discussion
The analysis of the main areas of disciplinary relationships confirmed that
the study of environmental education represents a complex space in terms of
objectives, approaches, and positions, with a wide significance of educational and
environmental processes. This analysis revealed a markedly interdisciplinary
landscape, with the Social Sciences standing out as the predominant discipline,
representing 20% of the publications (Figure 1).
Figure 1
Main areas of disciplinary relationship
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Source: Compiled from Scopus.
This predominance reflects the importance of addressing environmental
education from a social perspective, particularly focusing on aspects such as civic
education, community participation, and the social responsibility of universities. It
is argued that the social sciences provide theoretical and methodological frameworks
to understand how institutions can integrate sustainability into their policies,
curricula, and institutional practices, which constitutes the foundation for promoting
an environmentally responsible culture.
Secondly, Environmental Sciences (16.6%) were identified, occupying a
central expected position as they provide essential technical and scientific
knowledge to understand and address issues like climate change, natural resource
conservation, and ecosystem management. This area is crucial for grounding
environmental education in scientific evidence and for fostering the development of
practical strategies that universities can implement on their campuses and in their
communities (Fraisl et al., 2022).
Following these two disciplines, Engineering (11.4%) emerged, related to its
contribution through technological solutions and practices for sustainability, such as
efficient infrastructure design, waste management, and innovation in renewable
energy. Additionally, Computer Sciences (8.2%) gained relevance over the last
decade, particularly with the use of emerging technologies like artificial intelligence
and big data—tools that allow for the analysis of large volumes of environmental
data, optimize university management, and personalize teaching in environmental
education (Himeur et al., 2022). Lastly, Medicine (7.6%) related to environmental
education through topics such as public health, the impact of pollution on human
health, and the promotion of sustainable lifestyles, highlighting the connection
between human well-being and environmental protection (Henderson & Loreau,
Percentage of publications
Social Sciences Environmental Sciences
Areas of engineering Computer science
Medicine Business administration and management
Energy Earth Sciences
Biological and agricultural sciences Economic Sciences
Others
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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2023).
Finally, it was identified that the areas of Business Administration and
Management (5.8%) and Energy (5.8%) also play a significant role. The former
provides tools for the efficient management of resources and the implementation of
sustainable policies in universities, while the latter focuses on the transition to
renewable energy sources and energy efficiency (Liu et al., 2022). Other disciplines
such as Earth Sciences (4.5%), Biological and Agricultural Sciences (3.7%), and
Economics (2.4%) complement this landscape by contributing knowledge and
research on geology, biodiversity, sustainable agriculture, and the economic analysis
of environmental policies (Çakmakçı et al., 2023).
The analysis of keywords revealed a total of 10,096 keywords, of which 776
were used for analysis based on their recurrence, specifically those with five or more
co-occurrences. After the initial filtering process, the first three (human, humans,
article) were removed to avoid distorting the most important lines. This procedure
revealed a significant interconnection among the areas of environmental education,
university management, and society, evidencing an interdisciplinary approach in the
scientific literature (Figure 2).
Figure 2
Network map for all analyzed keywords
Source: Authors’ own elaboration using data from Scopus and VOSviewer software.
In the field of environmental education, terms such as “environmental
education” (135 occurrences, 892 links) and “climate change” (86 occurrences, 795
links) stand out as central pillars, reflecting the importance of training on
environmental issues and the urgency of addressing climate change within
educational settings. Furthermore, concepts like “sustainability education” (17
occurrences, 107 links) and “education for sustainable development” (26
occurrences, 151 links) underline the growing integration of sustainability into
academic curricula, suggesting progress toward building a holistic approach that
transcends mere knowledge transmission to foster critical and proactive awareness
of environmental challenges.
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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In the context of university management, the most relevant keywords, such
as “higher education” (213 occurrences, 1503 links) and “project management” (48
occurrences, 343 links), indicate a growing interest in optimizing administrative and
academic processes within higher education institutions (Figure 3). Terms like
“university management” (8 occurrences, 31 links) and “educational management”
(7 occurrences, 38 links) reflect the need to adopt efficient management models
that allow universities to adapt to the demands of the 21st century (Figueiró et al.,
2022). Additionally, the presence of “campus sustainability” (16 occurrences, 82
links) and “sustainable campus” (14 occurrences, 72 links) evidences efforts to
transform university campuses into models of sustainability, integrating practices
such as waste management, energy efficiency, and resource conservation (Anthony
Jnr, 2021).
Figure 3
Term analysis by density
Source: Authors’ own elaboration using data from Scopus and VOSviewer software.
Moreover, the analysis indicated that the relationship between university
management and environmental education is strengthened through concepts such as
“sustainability in higher education” (6 occurrences, 19 links) and “sustainable
universities” (5 occurrences, 37 links), which highlight the adoption of sustainable
policies and practices in educational institutions. These initiatives aim to reduce the
environmental impact of universities and to train professionals capable of leading
the transition toward sustainable development (Mokski et al., 2023). Additionally,
the use of emerging technologies, such as artificial intelligence (14 occurrences, 144
links) and “big data” (16 occurrences, 150 links), was observed in both university
management and environmental education, with their main joint applications
including personalized learning, resource optimization, and large-scale
environmental data analysis (Zhai et al., 2021).
Regarding the relationship with society, keywords such as “social
responsibility” (23 occurrences, 206 links) and “community engagement” (10
occurrences, 68 links) highlight the role of universities as agents of social change (M.
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Ali et al., 2021). University social responsibility manifests in initiatives that promote
community participation, social justice, and collective well-being, as reflected by
terms like “university social responsibility” (12 occurrences, 68 links) and
“community-based participatory research” (6 occurrences, 115 links). Furthermore,
the connection between environmental education and public health is evidenced by
keywords like “public health” (47 occurrences, 804 links), suggesting that
universities can contribute to addressing environmental issues with direct
implications for the health and well-being of communities (Pirchio et al., 2021).
From the triangulation of data and external sources, it was observed that
the concept of “sustainable development” (275 occurrences, 2277 links) emerged as
a transversal axis integrating the three thematic areas, emphasizing the importance
of a systemic approach to addressing environmental, social, and economic
challenges. This term reflects the mission of universities to prepare global citizens
committed to sustainability, as well as their role as catalysts for innovation and
social change. Along these lines, other emerging trends were contrasted, which can
be observed temporally in Figure 4 and analyzed in the matrix presented in Table 2.
Figure 4
Analysis of consolidated and emerging lines
Source: Authors’ own elaboration using data from Scopus and VOSviewer software.
Table 2
Matrix of emerging trends analysis
Emerging Trends
Key Terms
Analysis
Future
Opportunity
Integration of
artificial
intelligence (AI) in
education
Artificial intelligence
(14 occurrences, 144
links)
AI is transforming
education by
enabling
personalized
learning,
automating
Develop ethical
and transparent AI
models that
enhance equity
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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administrative
tasks, and
predictive data
analysis.
and inclusion in
education.
Education for
sustainability and
the Sustainable
Development Goals
(SDGs)
Sustainable
development (275
occurrences, 2277
links), Sustainability
education (17
occurre
nces, 107
links), Sustainable
development goals (17
occurrences, 51 links)
Education for
sustainability has
gained relevance,
especially in the
context of the SDGs.
Universities aim to
adopt a more
integrated approach
to prepare global
citizens committed
t
o sustainable
development.
Strengthen the
integration of
SDGs into
university
curricula and
promote
international
collaborations to
address global
challenges.
Immersive
technologies
(virtual and
augmented reality)
Virtual reality (12
occurrences, 150 links)
Immersive
technologies are
used to create
interactive and
immersive learning
experiences,
particularly in
environmental
education,
engineering, and
medicine.
Explore the
potential of these
technologies to
simulate complex
scenarios and
foster empathy
towards
environmental
and social issues.
Big data and
predictive analytics
Big data (16
occurrences, 150
links), Data analysis (6
occurrences, 122 links)
The use of big data
enables educational
institutions to make
evidence-based
decisi
ons, optimize
resources, and
personalize the
learning experience.
Develop
predictive
analytics tools to
anticipate student
needs and improve
retention and
academic success.
Gamification and
game-based
learning
Serious games (5
occurrences, 53 links)
Gamification is used
to increase student
engagement and
promote active
learning. Serious
games are
particularly useful
for teaching
complex concepts of
sustainability and
environmental
management.
Design
educational games
that address
global issues such
as climate change
and social
inequality.
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Smart and
sustainable
campuses
Smart campus (5
occurrences, 16 links),
Campus sustainability
(16 occurrences, 82
links)
University campuses
are adopting
technologies like
the Internet of
Things (IoT) and
energy management
systems to reduce
their environmental
footprint and
improve operational
efficiency.
Implement
scalable
technological
solutions that
enable
universities to
become
sustainability
models for their
communities.
Hybrid and flexible
education
Blended learning (12
occurrences, 59 links),
Online learning (14
occurrences, 66 links)
The COVID-19
pandemic
accelerated the
adoption of hybrid
education models,
combining the best
of in-
person and
online education.
This trend will
continue, offering
greater flexibility
and access to
education.
Develop
innovative
pedagogical
strategies that
maximize the
benefits of hybrid
education.
Interdisciplinary
and collaborative
approaches
Interdisciplinary
approach (14
occurrences, 142
links), Collaborative
learning (7
occurrences, 93 links)
The complexity of
environmental and
social challenges
requires
interdisciplinary
approaches that
integrate knowledge
from various fields,
such as social
sciences,
engineering, and
environmental
sciences.
Foster
collaboration
between
disciplines and
sectors to develop
innovative and
sustainable
solutions.
Source: Compiled from Scopus.
Thematic analysis
The application of inclusion criteria aimed at refining the search strategy
and ensuring a relevant sample resulted in the selection of a total of 13 articles.
Table 3 presents the citation and details for each document.
Table 3
Matrix of analyzed studies
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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No.
Research Summary
Citation
1
The study analyzes the importance of green
universities, examining their strengths and
weaknesses, as well as student perceptions
regarding environmental activities and
initiatives.
(E. B. Ali & Anufriev,
2020)
2
The article discusses how green practices and
initiatives contribute to achieving a
sustainable university, noting how green
human resource management can enhance
sustainability.
(Zahrani, 2024)
3
This article grounds environmental education
in
external settings as part of a risk
management project, offering
recommendations for similar experiences.
(Beery, 2020)
4
The research highlights the importance of
student management for the development of
university students, noting how Civic
Education can enhance student skills.
(Hao, 2024)
5
The article presents a program aimed at
improving environmental sustainability in
universities, where participants showed
increased environmental awareness and new
sustainability rules were implemented.
(Gomera et al.,
2021)
6
This article analyzes the university as a social
change agent, evaluating students'
environmental awareness and emphasizing
the importance of environmental education.
(Esteban Ibáñez
et al., 2020)
7
The research examines environmental
education and educational activities from
students' perspectives, based on expeditions
conducted by a forestry corps, focusing on
well-being, speed of travel, and program time
management.
(Hayakawa &
Sugiura, 2021)
8
This study seeks to integrate all key
sustainability elements to meet the
Sustainable Development Goals, analyzing
new social and economic dimensions and their
importance.
(Greenland et al.,
2023)
9
The article examines the social responsibility
of universities, its importance, and impact on
society, analyzing the scientific production
on this topic and its economic and
sustainability impacts.
(Meseguer-Sánchez
et al., 2020)
10
This research analyzes the role of universities
in achieving quality, equitable, and inclusive
education, as well as their role in
incorporating environmental policies.
(Vallespín Pérez,
2022)
11
This study examines how personal ideals and
positions influence the willingness to engage
in pro-environmental activities.
(Juma-Michilena
et al., 2023)
12
The research analyzes student awareness
regarding environmental education and the
(Djirong et al., 2024)
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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use of green technologies in universities,
highlighting the need for new practices for
environmental protection.
13
The article analyzes the importance and
effectiveness of university management,
along with the influence of leadership on
university management and the need for new
models for improvement.
(Mattos et al., 2022)
14
This research explores the green innovation
capacity of university workers and its
effective management, concluding that such
innovation can enhance organizational
climate.
(Bahmani et al.,
2023)
15
This article analyzes environmental
education from the perspective of teachers,
demonstrating how proper university
manage
ment can improve education for
sustainable development.
(Zúñiga Sánchez
et al., 2022)
Source: Authors’ own elaboration.
In recent years, environmental education has gained prominence as a
transversal axis in university management. Higher education institutions have
integrated sustainable policies and practices into their strategic plans, not only as a
response to social demands but also as a commitment to training professionals who
are aware of their impact on the environment (Ferrer-Estévez & Chalmeta, 2021;
Serafini et al., 2022). This trend reflects a paradigmatic shift in which universities
assume an active role in promoting sustainability, both on their campuses and in
surrounding communities.
Another notable trend is the interdisciplinary approach to environmental
education, as universities have begun to encourage collaboration among faculties
and departments to address environmental issues from multiple perspectives (Abo-
Khalil, 2024). This approach has facilitated the creation of innovative academic
programs that combine natural sciences, social sciences, and humanities, enriching
students’ education and providing them with more holistic tools to face current
environmental challenges.
The literature also indicates a growing interest in citizen participation and
community engagement. Universities have developed outreach and community
engagement projects aimed at raising awareness and training the population on
environmental issues (Lindemann et al., 2022). These initiatives strengthen the link
between academia and society while contributing to the development of more
resilient communities committed to environmental stewardship.
Additionally, there has been an increased incorporation of digital
technologies in environmental education (Alieksieienko et al., 2022). Universities
have adopted virtual platforms, simulators, and augmented reality tools to
complement the theoretical and practical training of students. This technological
advancement has democratized access to environmental information and facilitated
the creation of collaborative networks among institutions globally (Hajj-Hassan et
al., 2024).
| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
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Lastly, the importance of evaluating and measuring the impact of
environmental education initiatives in university management was highlighted. More
institutions have implemented indicator systems to monitor the progress of their
sustainable actions and ensure that these meet the established objectives (Elmassah
et al., 2022). This approach has allowed for greater transparency and accountability,
strengthening universities’ credibility as agents of change in society.
Analysis of the importance of helix relationships
The integration of environmental education into university management has
proven to be a catalyst for articulating efforts across different sectors. From the
helix model, which promotes interaction among academia, industry, government,
and civil society, universities have emerged as key players in promoting sustainability
(Shyiramunda & Van Den Bersselaar, 2024). Their capacity to produce knowledge,
innovate, and train critical professionals positions them as a bridge among diverse
stakeholders. For example, many universities have established partnerships with
local governments to implement recycling programs or with companies to develop
clean technologies, demonstrating their role as facilitators of initiatives that benefit
society as a whole.
The interdisciplinary approach in environmental education has enabled
universities to tackle complex problems from an integrated perspective, which is
essential for collaboration in helix models (Pereira et al., 2023). By fostering the
participation of experts in natural sciences, social sciences, engineering, and
humanities, universities not only enrich their own academic offerings but also
facilitate the creation of innovative solutions tailored to the needs of each context.
This approach has been crucial for projects requiring the involvement of multiple
stakeholders, such as ecosystem restoration or the implementation of environmental
public policies, where the university acts as a space for dialogue and co-creation.
Another prominent trend is the engagement with society, which has
strengthened the role of universities as agents of social change (Morawska-
Jancelewicz, 2022). Through outreach projects and citizen participation, higher
education institutions have successfully raised awareness in entire communities
about the importance of sustainability (Leal Filho et al., 2023). These actions not
only generate a direct impact on people’s quality of life but also prepare new
generations to assume responsible leadership in their environments. Students
participating in these projects gain practical skills and develop a critical
consciousness that enables them to actively contribute to building more just and
sustainable societies.
The incorporation of digital technologies in environmental education has
expanded universities’ reach in their interactions with other stakeholders (Oliveira
& De Souza, 2021). Virtual platforms and technological tools have facilitated the
creation of collaborative networks that transcend geographical boundaries. This has
allowed universities to share knowledge and best practices with governments, non-
governmental organizations, and other educational institutions, thereby
strengthening their role as hubs of innovation and knowledge dissemination.
Additionally, these technologies have prepared students to face the challenges of a
digitalized world, where information and collaboration are essential.
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Finally, the evaluation and measurement of the impact of environmental
education initiatives have reinforced the credibility of universities as reliable actors
in helix models (Zakaria et al., 2023). By implementing indicator systems and
accountability measures, institutions have demonstrated their commitment to
transparency and continuous improvement. This has facilitated the creation of
strategic alliances with other stakeholders, who view universities as trustworthy
partners for driving long-term projects (Borah et al., 2023). Furthermore, this
approach has enabled universities to adjust their programs and strategies to respond
more effectively to the needs of society and the planet.
Conclusions
The analysis of the literature shows that environmental education is
solidifying as an essential component in university management, not just as an
academic subject, but as a guiding principle that informs their policies, practices,
and projects. Higher education institutions demonstrate an increasing commitment
to sustainability by integrating interdisciplinary approaches and promoting
participation from diverse stakeholders in the search for solutions to environmental
challenges. This active role of universities positions them as key agents in training
aware professionals and promoting significant social and environmental changes.
The study emphasizes the relevance of helix models, which foster interaction
among academia, industry, government, and civil society, to address environmental
challenges in a comprehensive manner. Universities emerge as facilitators of these
collaborative networks, enabling the exchange of knowledge, resources, and
experiences. This articulation not only expands the impact of environmental
education initiatives but also strengthens the link between theory and practice,
allowing academic advancements to translate into concrete and sustainable actions.
The review of trends and lines of inquiry allows for the identification of key
elements for designing a theoretical model that integrates environmental education
within a multi-stakeholder collaborative framework. This model should consider
interdisciplinarity, citizen participation, the use of innovative technologies, and
continuous impact evaluation as fundamental pillars. Additionally, it should be
flexible and adaptable to local contexts, promoting the inclusion of diverse social
and educational actors. Constructing this model represents a crucial step in
strengthening the role of universities in promoting sustainability and preparing new
generations to face the environmental challenges of the 21st century.
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| Yairelys Nancy Huerta Gómez | Rolando Gustavo Gómez Meza | Carlos Alberto Severiche Sierra |
About the main author
Yairelys Nancy Huerta Gómez:
She holds a degree in Comprehensive General
Secondary Education with 15 years of experience. She holds a Master's degree in
Education and is a Principal Specialist Teacher. The author
specializes in
Environmental Education and is pursuing her doctoral studies in this field. Her
research interests focus on strengthening environmental education in multiple
contexts and educational levels.
Declaration of author responsibility
Yairelys Nancy Huerta Gómez
1:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Roland
o Gustavo Gómez Meza 2:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Validation/Verification, Visualization, Writing/Original
Draft and Writing
.
Carlos Alberto Severiche Sierra 3: Conceptualization, Data curation, Formal
analysis, Research, Methodology, Validation/Verification, Visualization,
Writing/original draft and Writing, review and editing.
Financing:
This research was carried out using our own resources.
Special Acknowledgments:
