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Importance of STEM and STEAM Education for Improvement of the Land in the RURAL Environment: Examples in Latin America

Author

Listed:
  • Elisa Gavari-Starkie

    (Department of History of Education and Comparative Education, National University of Distance Education (UNED), 28040 Madrid, Spain)

  • Patricia-Teresa Espinosa-Gutiérrez

    (International Doctoral School of the UNED (EIDUNED), National Distance Education University (UNED), 28040 Madrid, Spain
    Plant Production and Agrifood Quality Research Group (PROVECAv), St. Teresa of Jesus Catholic University of Avila (UCAV), 05005 Avila, Spain)

  • Cristina Lucini-Baquero

    (Plant Production and Agrifood Quality Research Group (PROVECAv), St. Teresa of Jesus Catholic University of Avila (UCAV), 05005 Avila, Spain)

  • Josep Pastrana-Huguet

    (International Doctoral School of the UNED (EIDUNED), National Distance Education University (UNED), 28040 Madrid, Spain
    Consell Insular de Menorca, Balearic Islands, 07702 Menorca, Spain)

Abstract

Interdisciplinary STEM and STEAM education gives us the opportunity for training students to achieve all educational objectives in a sustainable development framework. Land in a rural area is a scenario with a range of educational resources for the development of STEM and STEAM projects to train students to interact with the rural environment. The possibilities of the land in order to prepare students for the needs of today’s world are linked and sensitized to the environment. In this article, we will offer contemporary examples of STEM and STEAM projects that have been carried out in Latin America. These projects are being developed in which young people establish links with their environment, territory, and the local environment surrounding them. We must look carefully at projects and works in which students’ ties to their land and environment are valued through the STEM and STEAM education necessary today. In this scenario, a comparison has been made between the projects in Latin American countries and Spain.

Suggested Citation

  • Elisa Gavari-Starkie & Patricia-Teresa Espinosa-Gutiérrez & Cristina Lucini-Baquero & Josep Pastrana-Huguet, 2024. "Importance of STEM and STEAM Education for Improvement of the Land in the RURAL Environment: Examples in Latin America," Land, MDPI, vol. 13(3), pages 1-20, February.
    • Handle: RePEc:gam:jlands:v:13:y:2024:i:3:p:274-:d:1343630
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    References listed on IDEAS

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    1. María à ngeles Rubio Pastor, 2015. "El Medio Ambiente Como Factor De Desarrollo En El Medio Rural: Una Comparaciã“N De Estrategias Territoriales," Desarrollo local sostenible, Servicios Académicos Intercontinentales SL. Hasta 31/12/2022, issue 22, february.
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    Cited by:

    1. Bonoua Faye & Jeanne Colette Diéne & Guoming Du & Chang’an Liang & Yao Dinard Kouadio & Edmée Mbaye & Yuheng Li, 2024. "Decentralization Policies and Rural Socio-Economic Growth in Senegal: An Exploration of Their Contributions to Development and Transformation," World, MDPI, vol. 5(4), pages 1-23, November.
    2. Patricia-Teresa Espinosa-Gutiérrez & Elisa Gavari-Starkie & Cristina Lucini-Baquero & Josep Pastrana-Huguet, 2025. "STEAM Education Using Natural Resources in Rural Areas: Case Study of a Grouped Rural School in Avila, Spain," Sustainability, MDPI, vol. 17(6), pages 1-21, March.

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