Towards Food Sovereignty

Environmental Education in the Curriculum of the National Polytechnic Institute

Authors

  • Georgette del Pilar Pavía González Escuela Superior de Comercio y Administración, Unidad Santo Tomás (México) https://orcid.org/0000-0002-7955-2697
  • Magaly Jiménez Macias Escuela Superior de Comercio y Administración, Unidad Santo Tomás (México)

DOI:

https://doi.org/10.62701/revsocial.v14.5465

Keywords:

Green curriculum, Sustainable education, SDGs, Climate change

Abstract

This text explores how international public policies—especially the 2030 Agenda and the Sustainable Development Goals (SDGs)—have influenced the integration of sustainability content into education systems. In Mexico, the Ministry of Public Education (SEP) promotes sustainable education, aligned with UNESCO’s “green curriculum” proposal. This approach equips students and teachers with skills to address climate change through critical thinking, problem-solving, and active participation. Beyond environmental education, the green curriculum encourages sustainable practices within schools. A notable example is the Green Schools Program in Buenos Aires, launched in 2010, which aims to shape environmentally responsible citizens capable of cultural transformation. Green education is presented as an urgent response to the global environmental crisis, and its curricular integration is essential for building a sustainable future.

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References

Referencias

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Published

30-06-2026

How to Cite

Pavía González, G. del P., & Jiménez Macias, M. (2026). Towards Food Sovereignty: Environmental Education in the Curriculum of the National Polytechnic Institute. SOCIAL REVIEW. International Social Sciences Review Revista Internacional De Ciencias Sociales, 14(1), 17–25. https://doi.org/10.62701/revsocial.v14.5465

Issue

Vol. 14 No. 1 (2026)

Section

Research articles

License

Copyright (c) 2026 Georgette del Pilar Pavía González, Magaly Jiménez Macias

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