Inclusive education to face climate change in the university context

Abstract

Background: The challenge posed by climate change requires active and inclusive participation, which presupposes the equal right and opportunities that every human being has to receive a quality education.

Objective: To propose methodological details associated with inclusive education to confront climate change in the university context constitutes the purpose of this work, which constitutes an experience at the Céspedes Municipal University Center.

Methods: A descriptive methodology was used, based on the qualitative approach. Theoretical and empirical methods were used, which allowed us to verify that there are still difficulties in recognizing inclusion as a process of increasing student participation to combat climate change.

Results: The capacities and commitments that are generated from common and differentiated responsibilities to promote transformative action against climate change are aspects to which attention is paid.

Conclusions: The application of Freire's conceptual and methodological principles to the proposed clarifications facilitated a change in the attitude of university students, as a life experience, in the inclusion-climate change relationship, with a comprehensive and participatory approach, showed greater involvement by putting students at the center of formal and non-formal education, as well as a high degree of satisfaction that contributes to commitment, motivation and cooperation, as agents of change, in achieving the sustainable development objectives of the Agenda 2030.