Ecological Ethics as an Alternative to Climate Change: Analysis of an Educational Intervention

Abstract

Growing awareness of the environmental issues caused by human actions has highlighted the need to redefine the relationship between humans and the natural environment. This study investigates whether Environmental Education, integrated transversally across the school curriculum rather than confined to a single subject, can enhance knowledge about the social impacts of climate change and foster environmental awareness. A pilot project was conducted, involving an educational intervention with a sample of ninety-nine first-year high school students from La Salle Montcada, a secondary school in Barcelona, Spain. The intervention, which spanned a month and a half within the philosophy curriculum, aimed not only to impart knowledge but also to encourage sustainable habits and beliefs. The impact was assessed using the CCMA-23 test, administered before and after the intervention. Results indicate a statistically significant improvement in environmental knowledge and awareness across all factors post intervention. While there were no significant differences based on gender or academic performance, a notable difference was observed according to the students’ chosen baccalaureate course. This suggests that integrating ecological ethics into the curriculum can effectively enhance students’ understanding and commitment to sustainability.