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Is Degrowth Education an Alternative in the Minds of Educators in the Face of the Serious Eco-Social Crisis and Global Warming?

Author

Listed:
  • Enrique-Javier Díez-Gutiérrez

    (Departamento de Didáctica General, Específicas y Teoría de la Educación, Facultad de Educación, Universidad de León, 24071 León, Spain)

  • José Jesús Trujillo Vargas

    (Departamento de Educación, Universidad Internacional de La Rioja, 26006 Logroño, Spain)

  • Ignacio Perlado-Lamo de Espinosa

    (Departamento de Ciencias de la Educación, Universidad de Alcalá, 28801 Madrid, Spain)

  • Eva Palomo-Cermeño

    (Departamento de Estudios Históricos y Sociales, Lengua Española, Literatura, Filosofía Moral y Didácticas Específicas, Rey Juan Carlos University, 28942 Madrid, Spain)

  • Luis-Miguel Mateos-Toro

    (Departamento de Didáctica, Centro de Magisterio Virgen de Europa, Universidad de Cádiz, 11300 La Línea de la Concepción, Spain)

  • Antonio Pérez-Robles

    (Departamento de Didáctica de las Ciencias Experimentales y las Matemáticas, Universidad Internacional de La Rioja, 26006 Logroño, Spain)

  • Luisa-María García-Salas

    (Departamento de Psicología, Centro de Magisterio Virgen de Europa, Universidad de Cádiz, 11300 La Línea de la Concepción, Spain)

  • Kelly Romero Acosta

    (Education Department, University of British Columbia, Kelowna, BC V1V 1V7, Canada)

Abstract

The aim of this research is to find out whether education students and professionals are aware of the seriousness of climate change and the environmental crisis and whether they receive training to deal with it in their professional future. More specifically, this study aims to analyze if they are aware of the degrowth proposal and consider they should train themselves and future generations in it to tackle this ecosystemic crisis profoundly. The methodology used was qualitative, through focused semi-structured in-depth interviews. The results of the data analysis, carried out with Atlas.ti, are structured around four dimensions: (a) Climate change, sustainability-consumption-social implications, (b) Growth, degrowth, collapse, (c) Personal attitudes towards caring for the planet and (d) Educating/training for degrowth. It is concluded that there is a general awareness concerning degrowth as a relevant issue and a possible alternative, but this is not applied in educational and curricular practice. The need to review the initial training plans for future teachers to introduce these elements is discussed. A limitation of this study is the scarcity of literature on degrowth in education and the need to expand the research sample in order to generalize the findings obtained in the research.

Suggested Citation

  • Enrique-Javier Díez-Gutiérrez & José Jesús Trujillo Vargas & Ignacio Perlado-Lamo de Espinosa & Eva Palomo-Cermeño & Luis-Miguel Mateos-Toro & Antonio Pérez-Robles & Luisa-María García-Salas & Kelly R, 2025. "Is Degrowth Education an Alternative in the Minds of Educators in the Face of the Serious Eco-Social Crisis and Global Warming?," Sustainability, MDPI, vol. 17(4), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:4:p:1668-:d:1593146
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    References listed on IDEAS

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    1. Jimena García-Burgos & Yosune Miquelajauregui & Elizabeth Vega & Anil Namdeo & Alejandro Ruíz-Olivares & Juan Manuel Mejía-Arangure & Cinthia Gabriela Resendiz-Martinez & Louise Hayes & Lindsay Bramwe, 2022. "Exploring the Spatial Distribution of Air Pollution and Its Association with Socioeconomic Status Indicators in Mexico City," Sustainability, MDPI, vol. 14(22), pages 1-22, November.
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