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García Fortes, María de los Ángeles

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García Fortes, María de los Ángeles
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Universidad de Murcia. Departamento de Didáctica de las Ciencias Experimentales
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    Waste education in teacher training: exploring the role of context in shaping perceptions and didactic approaches
    (MDPI, 2025-12-12) García Fortes, María de los Ángeles; Esteve Guirao, Patricia; Baños González, Isabel; Valverde Pérez, Magdalena; Ruiz Navarro, Ana; Didáctica de las Ciencias Experimentales
    This study explores how 130 future teachers (FTs) perceive and address massive waste generation when it is framed through two socio-environmental contexts: waste export from affluent to vulnerable countries and microplastic pollution in natural environments. Using a mixed-methods design, we examine how each context shapes problem perception, attribution of responsibility, and proposed teaching activities. Both contexts foster a systemic understanding of waste issues. Economic drivers are identified as the main cause (means = 3.2/4), while institutional factors are downplayed in the export scenario and individual factors in the microplastics scenario. Proposed solutions center on institutional and economic measures. Ecological impacts are prioritized in both contexts; however, the export case elicits broader multi-sphere interpretations, whereas microplastics are viewed primarily as ecological–sanitary risks. Perceived responsibility is moderate (mean = 2.6/4) in both contexts, though waste export is interpreted more individually and microplas tics more collectively. A disengaged profile predominates, particularly for microplastics (76.92%), with most FTs showing limited intention to change personal habits. In terms of didactic design, only 20% of activities in the export context and 50% in the microplastics context are action-oriented. Findings highlight the importance of carefully selected socio-environmental contexts in teacher education to promote systemic reasoning, shared responsibility, and action-oriented learning.
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    Exploratory study on the competencies in sustainability of Secondary School students facing conflicts associated with ‘Fast Fashion’
    (MDPI, 2024-06-26) Baños González, Isabel; Esteve Guirao, Patricia; Ruiz Navarro, Ana; García Fortes, María de los Ángeles; Valverde Pérez, Magdalena; Didáctica de las Ciencias Experimentales
    This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised into four levels, representing the degree of development of each competence. The results reflect a low level of competence development, with no significant differences among academic year groups. The competence where the highest level of development was reached was the inter-personal competence, as students recognised that the consumption of fast fashion contributes to the labour exploitation of others. However, this did not prompt students to question the prevailing consumerist values in our society (values-thinking competence), their own practises (implementation competence), or their own contribution to the problem (intra-personal competence). Therefore, it seems necessary to address different socio-environmental issues, critically analyse our daily actions, and thus promote these competencies in sustainability in schools. These will enable students to actively participate in environmental conservation from the perspective of environmental and social justice.
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