Technical Lag as a Shortcoming to Environmental Education: Insights from Projects in Two Costa Rican Public Schools

Abstract

There is widespread agreement that tackling the intricacies of environmental challenges requires a foundation of technical literacy to underpin global development discussions. However, such a foundation cannot be established without revising teacher training procedures to include pedagogical strategies that emphasize sustainability. This article conveys the findings of two studies conducted in Costa Rica schools with the objective of assessing the medium-term impact of two environmental literacy programs in schools. During a three-year period, both the instructional and administrative staff at two Costa Rican schools engaged in the execution of engineering projects within the agricultural and environmental sectors. A qualitative evaluation was then caried out using three indicators to assess the influence on sustainability initiatives. Concurrently, an analysis was also undertaken on the perceptions of the educational communities regarding environmental challenges addressed by the initiatives. In both instances, the project implementations were successful, and a quantifiable—but limited—impact was observed among instructional and administrative staff. The findings suggest that the extent of sustainable action, both individual and collectively, was influenced by factors such as institutional support, workgroup cohesion, and the level of shared thematic literacy. Based on these experiences, it is recommended that educational institutions establish learning environments dedicated to enhancing the technical literacy of their communities, facilitated through the dissemination of scientific and technological knowledge derived from natural phenomena.