Comparative methodological stages between environmental education and regenerative schools. 21st century proposals.

Estadios metodológicos comparativos entre educación ambiental y escuelas regenerativas. Propuestas siglo XXI.

Abstract

This research article focuses on an in-depth exploration of two methodological comparisons of vital importance to researchers in environmental issues linked to education. On the one hand, it establishes the distinctive and differentiating comparisons between Environmental Education and Regenerative Schools, while on the other, it systematizes the premises and methodological directions of the latter in their research and practical-methodological practice. The methodology was framed within an interpretive paradigm, with a qualitative approach. The research was developed through Comparative Pedagogy, using methodological tools such as the State of the Art Matrix and a new type of theoretical-methodological systematization. Consequently, the results demonstrate a praxeological and ethical-pedagogical distance between the concepts of Environmental Education and Regenerative Schools. While the former seeks to generate environmental awareness, the latter practically motivates and encourages the implementation of that awareness in the transformation of situated contexts. Regarding methodology, there are differences in approaches, with a predominance of qualitative methods, and the tools are not far removed from classic instruments, which leads to the need for a redesign that methodologically promotes Regenerative schools from an investigative perspective to a greater scope and dynamism in the educational field of the 21st century.