JavaScript is Disabled
Your browser's JavaScript functionality is disabled. It has to be enabled to use this function of ConfTool.
Here you can find information on how to enable JavaScript
If you have any problems, please contact the organizers at laccei2026@conftool.pro.

Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 05:34:08am America, Santiago

Daily Overview

Session

36C: IoT & Industry 5.0
Virtual location: VIRTUAL: Agora Meetings

Presentation 4

4:04pm - 4:12pm

Environmental Education for Climate Change and Sustainable Development

Julio Roberto Izquierdo Espinoza¹, Luis Oswaldo Farroñán Cordova², Carla Angélica Reyes Reyes³, Maria del Rosario Saldarrriaga Castillo², Luis Ignacio Gutierrez Alban², Carolina de Lourdes Falla Gómez³, Nelly Yolanda Aguilar Amaya¹

1: Universidad Tecnológica del Perú UTP - (PE); 2: Universidad César Vallejo - (PE), Perú; 3: Universidad Señor de Sipán - (PE)

Abstract

Environmental education has become a strategic pillar for addressing climate change challenges and advancing sustainable development; however, empirical gaps persist in the systematic characterization of its approaches, dimensions, and implementation patterns, particularly in developing contexts. This study aims to describe the characteristics of scientific production on environmental education related to climate change and sustainable development through a descriptive diagnostic analysis. A qualitative approach was adopted, combining bibliometric techniques and content analysis applied to a corpus of 500 documents indexed in Scopus, retrieved using a structured search equation. The results reveal significant thematic fragmentation, with a predominance of studies focused on climate change, knowledge, and awareness, alongside a low level of integrated convergence between environmental education, climate change, and sustainable development. Methodologically, survey-based and cross-sectional designs dominate, while mixed and longitudinal methods remain marginal. In addition, environmental and public health dimensions are overrepresented compared to social, equity, and governance components. From a geographical perspective, scientific production is concentrated in Europe, North America, and Asia, whereas Latin America and Africa show limited representation. The study concludes that environmental education for climate change and sustainability has achieved notable progress in awareness-building, yet continues to face structural gaps in formal training, interdisciplinary integration, and context-sensitive evidence generation. These findings provide a valuable diagnostic baseline to inform future research agendas and support the design of education policies aligned with the Sustainable Development Goals.