THE PARADOX OF SUSTAINABILITY: COMPENSATORY STRATEGIES VS. TRANSFORMATIVE EDUCATION. SINCRONY IN A CRITICAL ANALYSIS

Arianna Fogliata, Mariapia Mazzella, Antinea Ambretti

Abstract


Sustainability education often relies on compensatory strategies without rethinking learning models. This study explores the paradox of sustainability in education, arguing that integrating environmental competencies into curricula is ineffective unless supported by an epistemological and methodological transformation. A three-round Delphi study aimed to identify effective strategies that integrate bodily experience and environmental awareness


Keywords


didattica; apprendimento trasformativo; educazione; apprendimento incarnato; impegno ambientale.

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DOI: https://doi.org/10.32043/gsd.v9i3.1618

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