María Lorenzo-Rial, Mercedes Varela-Losada, Uxío Pérez-Rodríguez, Pedro Vega-Marcote, Desalegn Yayeh Ayal, Ulisses M. Azeiteiro, Henri-Count Evans, Inga Grinfelde, José Baltazar Salgueirinho Osório de Andrade Guerra, Jasenka Gajdoš Kljusurić, João Carlos Correia Leitão, Chunlan Li, Newton R. Matandirotya, Bethwel Mutai, Gustavo J. Nagy, Thierry Razanakoto, Jame Schaefer, Goran Trbic, Roberto Ariel Abeldaño Zuñiga, Sane Pashane Zuka, Charles Galdies, Adriana Consorte-McCrea, Francisco Platas, Mittul Vahanvati, Pedi Obani, Safwatun Nida, Lucas Gabriel Zanon, Mayara Régia Sousa de Melo, Renato da Costa dos Santos, Alison Glover
The common origin of problems such as Climate Change and Oceanic Acidification shows the need to address global and interrelated processes from a systemic perspective. Therefore, their educational treatment requires appropriate methodological approaches that allow the study of these problems and their interactions and encourage the visualization of the role that people play as part of the problem and as agents of change. To this end, this study describes an interdisciplinary didactic experience to train science teachers through virtual teaching and evaluates its didactic implications. The educational proposal sought to promote systemic and critical thinking, reflection and decision-making, with the aim of contributing to the development of sustainable competencies and teaching skills. To this end, its design was based on the foundations of transformative learning and the learning sequence introduced strategies to promote the interpretation of phenomena, cooperative work, virtual simulators, and other digital resources. This proposal is expected to be a reference for future educational experiences linked to the achievement of the Sustainable Development Goals (SDGs) of the 2030 Agenda. © Springer Nature Switzerland AG 2026.
Department of Journalism and Mass Communication, University of Eswatini, Manzini, Kwaluseni Campus, Matsapha, South Africa; Center for Sustainable Development (Greens), Universidade do Sul de Santa Catarina (Unisul), Santa Catarina, Florianópolis, Brazil; School of Urban and Regional Sciences, East China Normal University, Shanghai, China; Kgotso Development Trust, Beitbridge, Zimbabwe; Climate Change Adaptation and Resilience Centre, Beitbridge, Zimbabwe; Facultad de Ciencias, Universidad de la República Uruguay, Montevideo, Uruguay; CERED, University of Antananarivo, Antananarivo, Madagascar; Marquette University, Milwaukee, United States; University of Sierra Sur, Oaxaca, Mexico; University of Helsinki, Helsinki, Finland; Department of Land Economy, University of Malawi, The Polytechnic, Blantyre 3, Malawi; Institute of Earth Systems, University of Malta, Msida, Malta; Academy for Sustainable Futures, Canterbury Christ Church University, Kent, Canterbury, United Kingdom; Casa de Cultura de la UAEMéx en Tlalpan, Universidad Autónoma del Estado de México, Ciudad de México, Mexico; School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia; University of Bradford, Bradford, United Kingdom; Science Education Department of Universitas Negeri Malang, Malang, Indonesia; University of São Paulo, São Carlos, Brazil; State University of Campinas (UNICAMP), Campinas, Brazil; Universidade do Contestado-UNC, Mafra, Brazil; The Open University, Cardiff, United Kingdom; University of Vigo, Pontevedra, Spain; University of A Coruña, A Coruña, Spain; Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia; The Centre for Environmental and Marine Studies (CESAM) and Department of Biology, University of Aveiro, Aveiro, Portugal
