University of Ciego de Ávila Máximo Gómez Báez
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ISSN: 2309-8333
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RNPS: 2411
|14|2026|
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:
López Noroña, L., Morejón
Carmona, X., & Martínez Medina, I. (2026).
Environmental health education, a
necessity in the professional training of
early childhood educators.
Estrategia y
Gestión Universitaria
, 14, e9085.
https://doi.org/10.5281/zenodo.19136548
Received: 09/01/2026
Accepted: 20/03/2026
Published: 24/03/2026
Corresponding author:
lizandra.lopez1983@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 health education, a
necessity in the professional training
of early childhood educators
La educación para la salud ambiental,
una necesidad en la formación
profesional del educador de la primera
infancia
Educação em saúde ambiental, uma
necessidade na formação profissional de
educadores da primeira infancia
Abstract
Introduction: early childhood educators must recognize the
relationship between children’s well‑being and the quality of
the environments in which they develop; therefore,
environmental health education should be included in their
professional training. Objective: to diagnose the presence of
environmental health education in the professional training of
early childhood educators at the University of Pinar del Río
“Hermanos Saíz Montes de Oca”.
Method: a qualitative
approach was used, integrating theoretical methods such as
historical‑logical analysis, analytical‑synthetic reasoning, and
modeling, together with empirical methods including
document analysis, observation, and surveys, as well as
descriptive statistical procedures. Results: it was found that
the professional training process is insufficiently utilized to
promote environmental health education, revealing
shortcomings in both intra‑ and interdisciplinary approaches.
Conclusion: the findings highlight the importance of
considering environmental health education as a
transformative framework to strengthen the comprehensive
training of early childhood professionals. Therefore, existing
limitations must be addressed, and the training process should
be redesigned with a unified approach that balances the
objectives of health education and environmental education.
Keywords: environmental education, health education,
professional training, health, environmental health
Resumen
Introducción: el educador de la primera infancia debe
reconocer la relación entre el bienestar de los niños, niñas y
la calidad del ambiente en que se desarrollan, por lo que
desde su formación profesional se debe incluir la educación
para la salud ambiental.
Lizandra López Noroña
1
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0002-0265-0993
lizandra.lopez1983@gmail.com
Cuba
Xiomara Morejón Carmona
2
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0002-2380-5712
xiomara.morejon@upr.edu.cu
Cuba
Isabel Martínez Medina
3
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0003-3179-5726
isabel.martinez@upr.edu.cu
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
| Vol. 14|2026|
| Lizandra López Noroña | Xiomara Morejón Carmona | Isabel Martínez Medina |
Objetivo:
diagnosticar la educación para la salud ambiental en la formación
profesional del educador de la primera infancia en la Universidad de Pinar del Río
“Hermanos Saíz Montes de Oca”.
Método:
se empleó el enfoque cualitativo que
armonizó métodos teóricos como el histórico lógico, analítico sintético y la
modelación, con métodos empíricos análisis documental, observación, encuesta
y los procedimientos de la estadística descriptiva.
Resultados:
se constató que
es insuficiente el aprovechamiento del proceso de formación profesional para
educar la salud ambiental, evidenciando carencias en enfoques intra e
interdisciplinares.
Conclusión:
las valoraciones realizadas evidencian la
importancia de considerar la educación para la salud ambiental como un
planteamiento transformador para fortalecer la formación integral del
profesional de la primera infancia. Por lo que se debe atender las limitaciones y
proyectar el proceso de formación con un enfoque y unificador que equilibre los
objetivos de educación para la salud y la educación ambiental.
Palabras clave:
educación ambiental, educación para la salud, formación
profesional, salud, salud ambiental
Resumo
Introdução: o educador da primeira infância deve reconhecer a relação entre o
bem‑estar das crianças e a qualidade do ambiente em que se desenvolvem; por
isso, a educação para a saúde ambiental deve ser incorporada à sua formação
profissional. Objetivo: diagnosticar a presença da educação para a saúde
ambiental na formação profissional do educador da primeira infância na
Universidade de Pinar del Río “Hermanos Saíz Montes de Oca”. Método: utilizou‑se
uma abordagem qualitativa que articulou métodos teóricos, como o
histórico‑lógico, o analítico‑sintético e a modelagem, com métodos empíricos,
incluindo análise documental, observação, questionário e procedimentos da
estatística descritiva. Resultados: constatou‑se que o processo de formação
profissional é insuficientemente aproveitado para promover a educação para a
saúde ambiental, revelando carências em enfoques intra e interdisciplinares.
Conclusão: as análises realizadas evidenciam a importância de considerar a
educação para a saúde ambiental como uma perspectiva transformadora para
fortalecer a formação integral do profissional da primeira infância. Assim, é
necessário enfrentar as limitações existentes e projetar o processo formativo com
uma abordagem unificadora que equilibre os objetivos da educação para a saúde
e da educação ambiental.
Palavras-chave:
educação ambiental, educação para a saúde, formação
profissional, saúde, saúde ambiental
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Introduction
Human history shows that health, education, and life itself are among the
most valued assets. However, over the last decades, health has increasingly been
shaped by biological, social, environmental, and technological factors, which has
created new challenges for quality of life (Moreno Sánchez, 2022). In this context,
there is a clear need for an integrated and collaborative approach that cuts across
sectors and national boundaries.
The conceptual evolution of health reflects this requirement. The World
Health Organization’s idealized definition, although comprehensive, proved to be of
limited practical applicability (OMS, 1978). It was subsequently reframed as a
personal and ecological experience (Rodríguez Carvajal et al., 2022), culminating in
the One Health systemic model (OMS, 2023), which calls for intersectoral action and
resilience. This shift underscores that health cannot be separated from the
surrounding environment, nor from collective action.
In this regard, Health Education (HE) is a key instrument. Borromeo (2025)
conceptualizes it as training aimed at establishing healthy habits and lifestyles, with
the purpose of fostering reflective individuals who are committed to both their own
well-being and that of the community. Environmental health (EH) broadens the lens
further by incorporating physical, chemical, biological, and emotional factors (OMS,
2023). Yet, because of its breadth, EH requires concrete indicators to become
operational.
As Esteves Fajardo et al. (2023) emphasize, EH is not the responsibility of
experts alone; protecting the environment also means protecting our well-being.
Accordingly, UNESCO (2021) stresses that environmental stewardship is a collective
mission that begins with education and helps inspire transformative communities
(Kotaman et al., 2022; Aquije-Mansilla, 2025; Fang et al., 2023; Angueira Betancourt
et al., 2024; Mukhlis et al., 2024).
Only through an inclusive, multisectoral, and multidisciplinary approach can
progress be made toward a future in which EH is equitable and accessible to all. For
this reason, educational systems play a critical role. The authors share this position,
grounded in the need for people to possess the knowledge necessary to understand
how their actions may affect the environment as well as individual health.
The discussion above further highlights the need for research, since
educating EH among education professionals, particularly those working in early
childhood, ensures the preparation of educators capable of identifying and
addressing problems related to environmental health. At the same time, it enables
them to recognize the relationship between children’s well-being and the quality of
the environments in which they develop. This, in turn, supports the creation of
learning environments that promote physical and emotional health while
strengthening responsibility for environmental care. Moreover, it supports
collaboration from the education sector in health promotion efforts aimed at
addressing major community-level problems.
In response to these demands, Cuba is implementing the Director Program
for Promotion in Health Education within the National Education System, alongside
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the plan for addressing climate change and the national strategy for environmental
education (EE). These initiatives have been gradually incorporated into higher
education to develop general knowledge and skills among students graduating from
pedagogical programs.
Professional training (PT), understood as a complex process that extends
beyond the mere transmission of knowledge, involves social, cultural, and
psychological dimensions (Horruitiner Silva, 2020; Pino Calderón & Parra Vigo, 2021;
Rodríguez Rodríguez et al., 2022; Pardo Ochoa & Vigoa Escobedo, 2023; Tina Hascher
et al., 2021; Guevara Herrero et al., 2024). As noted by Hernández Cabrera et al.
(2023) and Hernández Estrada et al. (2024), training integrates academic,
investigative work-based, and extension components, enabling professionals to
develop practical and reflective skills to address real-world problems. From this
perspective, the holistic preparation of early childhood educators must include a
strong environmental culture that supports sustainable development and promotes
healthy lifestyles.
Prior research has addressed EE and HE within educational contexts (López
et al., 2018; Carrasquel, 2023; Escobar-Castellanos et al., 2024). Based on the
consulted sources, the study acknowledges the contributions of López Noroña (2025),
who highlights the importance of environmental education and health education in
the initial training of early childhood educators. Nevertheless, the proposed
approaches show limitations. While research exists on EE and HE in isolation, the
literature indicates a gap in frameworks that integrate them as a single,
interdisciplinary process responsive to the needs of the professional profile.
Accordingly, the present study considers as a variable of interest
environmental health education in the professional training of early childhood
educators (EHEPTECE). This construct is defined operationally as:
The interdisciplinary pedagogical process that integrates the objectives and
content of health education and environmental education during the initial training
of early childhood educators. Structured across the instructive, educational, and
developmental dimensions (Horruitiner, 2020), this process seeks to equip future
professionals with the knowledge, skills, values, and attitudes required to promote
healthy and sustainable environments, and to act as an agent of prevention and
environmental health promotion within their professional practice context.
Based on the above, the objective of this article is to present a diagnostic
assessment of environmental health education in the professional training of early
childhood educators at the University of Pinar del Río “Hermanos Saíz Montes de
Oca,” identifying the main gaps and regularities that characterize this process.
Methods and materials
The study was conducted at the University of Pinar del Río “Hermanos Saíz
Montes de Oca,” within the Bachelor’s Degree in Early Childhood Education, over the
period from September 2022 to July 2024.
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The study population comprised 42 students and 18 professors from the Early
Childhood Education Department. An intentional (purposeful) sample was selected:
15 students (35.7% of the student population) and 6 professors (33.3% of the
professor population). Inclusion criteria were as follows: (1) being a first- or second-
year student in the degree program, since these are the years in which training
begins and where courses with strong potential for addressing environmental health
content are taught; (2) being a professor who delivered teaching in those academic
years; and (3) agreeing to participate voluntarily in the study. (Figure 1).
Figure 1
Population and sample
Source: Own elaboration.
As a general method, the study adopted a dialectical-materialist approach,
enabling analysis of the research object from a scientific standpoint. This approach
was used to examine the relationships established within the process of (EHEPTECE).
Several theoretical methods were used to ground the interdisciplinary
approach to environmental health education in the training of the early childhood
educator. Specifically, the following were employed: historical-logical method, to
analyze the evolution of the relationship between health education (HE) and
environmental education (EE); analytical-synthetic method, to conduct a rigorous
examination of bibliographic sources and normative documents; and modeling, to
represent the dimensions and indicators of the process under study.
Empirical-level methods:
A descriptive pedagogical study was carried out, grounded in a qualitative
approach, with the aim of gaining an in-depth understanding of the educational
dynamics involved in the process of (EHEPTECE).
Documentary analysis was applied to: study plans, course syllabi (programs),
MES, MINED, and MINSAP regulations, methodological plans, course planning, the
annual educational project, and institutional curricular strategies. This was done to
identify opportunities for integrating environmental health (EH) within the
professional training (PF) process. A guide with predefined categories was
developed, including: (1) the presence of EE-related content; (2) the presence of
Population
42 students and 18 professors
Student sample: 15
(35.7%)
Professor sample: 6 (33.3%)
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HE-related content; (3) the explicit articulation of the relationship between the two;
and (4) methodological guidelines for their integrated approach.
Ten classroom observations were conducted in first- and second-year courses
using a semi-structured observation guide. The guide recorded: (1) how content
related to environmental health was addressed; (2) explicit references to the health–
environment relationship; (3) practical activities proposed; and (4) student
participation. Observations were conducted by two researchers to ensure reliability,
and were validated through a pilot application followed by subsequent adjustments.
Two surveys were administered, one to students and one to professors. Both
instruments were developed and validated using expert judgment (five specialists in
education and health). The questionnaires included both closed-ended and open-
ended items. The student questionnaire explored: knowledge of environmental
health, perceptions regarding their training on the topic, lifestyle patterns, and
willingness to promote environmental health. The professor questionnaire assessed:
knowledge of environmental health, preparation to address the topic within their
courses, the didactic strategies used, and perceptions of the curriculum. Qualitative
data were organized into thematic matrices and coded according to the established
dimensions.
Methodological triangulation was used to compare and contrast results from
surveys, observations, and documents, thereby strengthening the study’s internal
validity. This technique allowed for validation of findings derived from multiple
perspectives and enriched the analysis of the investigated phenomenon.
To study and transform this process, the research was contextualized around
the three dimensions identified by Horruitiner (2020) for professional training in
higher education:
Instructive dimension provides students with knowledge on environmental
health so they can understand the interconnection between the environment and its
influence on human health. Developing these skills better prepares graduates to
create healthy environments in both the institution and the community, thereby
improving job performance.
Educational dimension forms the professional as a social being who embodies
values and knowledge related to environmental health, serving as a model through
healthy lifestyle practices. This includes mastery of pedagogical resources for
environmental prevention and health-related work with children and families. In
addition, educators must be able to act upon communities, transforming and
developing them.
Developmental dimension strengthens students’ professional competencies
and facilitates successful performance in the workplace. This perspective implies
that, from the earliest stages of academic training, future professionals must acquire
knowledge about environmental problems and understand their impact on everyday
life. In this way, they are prepared to identify, intervene in, and prevent
environmental factors that may affect community health while also promoting
responsible environmental practices that encourage care for the planet and the
construction of healthy spaces.
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The operationalization of the variable was carried out using criteria from
multiple international institutions. The study adopted the criteria proposed by
Llivina Lavigne and Valdés Valdés (2021), as well as the approaches of the Ministerio
de Ambiente and Ministerio de Salud Pública de Uruguay (2022) and Mena (2022).
These sources consider environmental health indicators as tools that allow, with the
highest possible precision, to determine the effects of climate change on health
through sensitive and specific variables reflecting the burden of disease attributable
to environmental factors. Furthermore, these indicators vary significantly across
regions due to socioeconomic, cultural, and environmental conditions.
Integrating environmental health indicators into the training of early
childhood professionals was essential to anticipate risks, adapt practices, and
promote healthy habits. This, in turn, enabled educators to act as agents of
prevention and transformation in favor of child well-being and sustainability.
In relation to the study objectives, the following indicators were
measured:
Dimensions and indicators
• Instructive dimension:
Knowledge of environmental health (EH).
Knowledge of the interconnection between the environment and human
health.
Knowledge of regulatory documents governing actions related to health
education (HE).
Knowledge of the essential guidelines that structure work in the context of
environmental education (EE).
• Educational dimension:
Development of competencies oriented toward promoting environmental
health.
Ability to make decisions and adopt more sustainable practices.
Development of knowledge for evaluating, intervening, regulating, and
preventing environmental factors that affect health.
Motivation to create health-promoting environments.
• Developmental dimension:
Willingness to educate about environmental health during the professional
training of early childhood educators.
Integration of EE and HE programs into educational strategies across the
knowledge system of different course.
Operationalization of environmental health education in organizing the
teaching–learning process.
Incorporation of knowledge about environmental health into the course
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assessment system.
Guidance for activities aimed at developing environmental health education
within the academic, work-based, research, and extension components.
Results and discussion
The implementation of the research methods described above facilitated the
identification of fundamental relationships between the training of students in the
Bachelor’s Degree in Early Childhood Education and environmental health. In
addition, the document analysis identified relevant theoretical gaps associated with
this topic.
The analysis of normative documents revealed that, although directives exist
to guide the treatment of health education and environmental education within the
training of education professionals, these are addressed in a largely independent
manner. The Director Program for Health Education Promotion establishes objectives
and content for health education, but does not explicitly articulate its links with
environmental problems. Similarly, the National Environmental Education Strategy
and the Education Plan E address environmental education without establishing
connections to health. At the level of annual curricular strategies, limitations were
identified in defining objectives related to environmental health and in planning
activities that integrate both dimensions. Taken together, these findings indicate
that, at the normative level, the integration between EE and HE is not sufficiently
developed.
Furthermore, the results showed that methodological indications and
guidelines exist to govern the treatment of HE and EE in the training of early
childhood professionals. However, the interdependence between these areas was
not explicitly demonstrated, despite the fact that they share related objectives and
comparable approaches. This limitation reduces opportunities for implementing
environmental health education in early childhood educators’ professional training
(EHEPTECE). Integrating these two lines of work could strengthen professionals’
capacity to make informed decisions that benefit both personal and collective
health.
The survey administered to professors provided insight into their level of
self-perceived preparedness to teach environmental health within the teaching
process. The results showed that 64.30% of respondents placed themselves in the
“poor” category of the scale, indicating that most recognize significant limitations
in integrating environmental health into instruction. This finding aligns with Escobar-
Castellanos et al. (2024), who reported that university faculty training in
competencies for promoting environmental health remains incipient in the region.
(Figure 2)
Figure 2
Professor survey
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Source: Own elaboration.
The student survey revealed an insufficient development of knowledge
related to environmental health (EH). In particular, deficits were observed in
students’ abilities to evaluate, intervene, regulate, and prevent environmental
factors that affect health, as well as in their capacity to promote EH across different
practice contexts. Specifically, 65.8% of the students were rated as “poor” in these
areas. Consistently, 73.5% of respondents reported a prevalence of unhealthy
lifestyle patterns and behaviors. These findings suggest that the training received to
date has not been producing the expected outcomes in this domain (Figure3)
Figure 3
Student survey
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Source: Own elaboration.
Figure 4 shows that the way environmental health education is addressed
through leveraging the knowledge system of courses in the curriculum is not
sufficient. The promotion of the interdependence between human health and the
environment was explicitly observed in only 20% of the classes. Moreover, students’
perceptions of environmental risks associated with class content were absent in most
cases. These results corroborate the self-perceptions reported by both students and
professors, thereby triangulating the evidence.
Figure 4
Class observation results
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Source: Own elaboration.
By integrating results across the different sources, the study identified the
main regularities characterizing the environmental health education process in early
childhood educator training (EHEPTECE):
In the instructive dimension, insufficient knowledge was found regarding
topics related to environmental problems, the environment–health interconnection,
and the normative documents that guide their treatment, among both students and
professors.
In the educational dimension, gaps were evident in the intentional planning
of tasks designed to develop preventive and promotive activities for EH, as well as
limitations in fostering sustainable values and attitudes.
In the developmental dimension, a weak integration of environmental
education (EE) and health education (HE) programs was identified within educational
strategies, along with limited operationalization of these themes within the
organization of the teaching–learning process. This constrains how these topics are
addressed across the academic, work-based, research, and extension components.
The findings of this study provide an initial diagnosis of the state of
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environmental health education in the training of early childhood educators at the
University of Pinar del Río. The main results are discussed below in light of the
specialized literature.
Document analysis showed that, although national programs and strategies
exist to promote both EE and HE, these are not cohesively reflected in the
programmatic guiding documents of the degree. This normative fragmentation
constitutes an initial structural barrier to implementing an integrated environmental
health approach. As Márquez Delgado et al. (2021) note, education for
environmental health must be conceived as an interdisciplinary process that
integrates knowledge, ethical principles, and personal dispositions. However, in the
context analyzed, the present study indicates that such articulation is not explicitly
embedded in the prescribed curriculum.
In this regard, the findings are consistent with Correa and Pérez (2022), who
caution that the absence of an explicit HE strategy in teacher education programs
limits the possibilities for an interdisciplinary approach. This limitation is further
exacerbated in environmental health education, a field by definition requiring the
convergence of multiple disciplines. In addition, the lack of clear methodological
guidance for integrating EE and HE into year-by-year curricular strategies reduces
the likelihood that students will develop a holistic understanding of the relationship
between environment and health.
One of the most concerning findings of this study is the low level of self-
perceived preparedness among professors to address environmental health in their
teaching practice. This result is consistent with previous research reporting
shortcomings in university teacher preparation for integrating transversal and
emerging themes (Hernández Cabrera et al., 2023; Escobar-Castellanos et al., 2024;
Ribet et al., 2025).
Insufficient teacher preparation has direct implications for students’
training. As noted by Pino Calderón and Parra Vigo (2021), the professor is the
primary mediator in constructing professional knowledge and attitudes. If teacher
educators do not possess the necessary competencies to teach environmental health,
they will be unlikely to transmit these competencies to their students. This finding
helps explain, at least in part, the low performance observed among students in the
instructive and educational dimensions.
First- and second-year students showed significant limitations in
environmental health knowledge and in skills related to preventing environmental
risks. This result is not entirely surprising given the limited curricular treatment of
the topic and the insufficient level of teacher preparation. Nonetheless, it is
particularly concerning because these students will soon be responsible for
educating new generations about health care and environmental stewardship.
Authors such as Gonzaga Añazco et al. (2021) and Badillo Pazmiño et al.
(2025) have emphasized that possessing knowledge about the environment does not
necessarily translate into responsible behaviors; therefore, systematic and
intentional educational action is required. The findings of this study suggest that, in
the context examined, such systematic implementation is not present. The
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prevalence of unhealthy lifestyle patterns among students and the lack of
sustainable behaviors indicate that training has not yet produced a meaningful
impact on the educational dimension.
Methodological triangulation confirmed the consistency of the findings. What
normative documents do not prescribe, namely the integration of environmental
education (EE) and health education (HE), is reflected in professors’ limited
preparedness. In turn, this is evidenced by students’ low results and the scarce
presence of the topic in observed classroom activities. This coherence across
multiple sources strengthens the validity of the diagnosis and highlights the need to
intervene at several levels: the normative level, the training level, and the didactic
level.
The study’s results have clear implications for educational practice. First, it
is necessary to review the degree program’s normative documents to explicitly
establish the integration between EE and HE, incorporating environmental health as
a transversal axis. Second, there is an urgent need to design professional
development and continuing-education programs for faculty, enabling them to
acquire the competencies required to address environmental health within their
respective courses. Third, it is important to redesign the year-by-year curricular
strategies so that systematic activities are included across the academic, work-
based, research, and extension components, thereby fostering students’ knowledge,
skills, and attitudes toward environmental health.
As Mayet-Wilson et al. (2020) note, health promotion in the university setting
must be a deeply educational and structured endeavor, coherently integrated into
institutional dynamics. Environmental health cannot remain an implicit subject or
one addressed in fragmented ways; it requires an explicit place in both the
curriculum and teaching practice.
This study also has limitations. Although the sample size was intentional and
justified, it prevents generalization of the results to other contexts, since this was
a specific case study conducted at the University of Pinar del Río. Additionally, the
cross-sectional nature of the design does not allow causal relationships to be
established. The study provides a snapshot of the current state of the variables, but
it cannot determine how they may evolve over time.
Based on these findings, several avenues for future work can be identified.
One priority is the design, implementation, and evaluation of an intervention
strategy aimed at promoting the integration of environmental health into the degree
curriculum. A second line of work would involve comparative studies with other
universities in the country or the region to determine whether this problem is shared
more broadly.
Finally, it is promising to explore the potential of new technologies,
particularly artificial intelligence (AI), to support environmental health education.
Recent studies by Chiu et al. (2024) and Asensio Soto (2025) suggest that AI can help
personalize learning, analyze complex environmental contexts, and develop
innovative professional competencies. Investigating how AI-based tools could be
used to design educational intervention simulations or to create teaching resources
tailored to early childhood about environmental health would represent a significant
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step toward modernizing the curriculum and responding to the challenges of the
twenty-first century.
Conclusions
The historical analysis of environmental health education (EHE) within the
preparation of education professionals makes it possible to identify theoretical and
methodological references that have enriched teaching practice, as well as the
development of educational practices related to health and the environment.
However, it is evident that this approach has received limited attention within the
field of educational sciences, reinforcing the need to deepen both its study and its
implementation.
Moreover, the diagnosis conducted at the University of Pinar del Río
regarding early childhood educators’ training in environmental health revealed
significant gaps: limited knowledge of environmental problems, constrained
understanding of their relationship to human health, and deficiencies in planning
actions that strengthen preventive and promotive competencies. The study also
found weak articulation between environmental education and health education
programs within educational strategies, alongside low operationalization of these
topics in teaching and methodological work. This situation undermines their
effective integration into the components of professional training.
This research focused specifically on the initial professional training of early
childhood educators, which represents a limitation by excluding the dimension of
continuing education and the analysis of its impact on professional practice. This
aspect is essential for understanding how knowledge acquired regarding
environmental health translates into concrete actions within educational settings,
particularly in early childhood contexts, and may serve as a direction for future
research.
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| Lizandra López Noroña | Xiomara Morejón Carmona | Isabel Martínez Medina |
Estrategia y Gestión Universitaria EGU
About the main author
Lizandra López Noroña
:
Holds a Master’s degree in Education Sciences and a
Bachelor’s degree in Preschool Education, and serves as an Assistant Professor at the
Hermanos Saíz Montes de Oca University of Pinar del Río. She is distinguished for her
research work, having produced significant results in areas such as Education for
Sustainable Development in early childhood professional training, Environmental
Education in early childhood, Education for Dietary Health in early childhood, and
the Play
-Creative Training of early childhood professionals, among others.
Declaration of author responsibility
Lizandra López Noroña
: 1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Xiomara Morejón Carmona
2: Supervision, Validation/V
erification, Visualization,
Drafting/Original Draft, and Writing, Review and Editing
.
Isabel Martínez Medina López
3:
Methodology, Resources, Software, Supervision,
Validation/Verification, Visualization, Original Drafting, and Writing, Review and
Editing
.
Financing:
Own resources
Special Acknowledgments:
