Socio-environmental responsibility in the promotion of sustainable practices in the Educational Unit Río Acorano, Ecuador

Abstract

This research aims to analyze socio-environmental responsibility in the promotion of sustainable practices at the Río Acoran Educacional Unit located in the Orellana canton, Ecuador. It is based on the positivist paradigm with a quantitative approach, using a descriptive study modality and supported by a field design. The population is represented by thirty people, specifically eight teachers and twenty-two students from the Educational Unit; the sample is defined by the entire population. The survey technique and the questionnaire as an instrument were designed, one for teachers and one for students, both containing twenty-five questions. It is concluded that to effectively manage socio-environmental responsibility at the Río Acorano Educational Unit, it is necessary to provide ongoing training for teachers, in addition to creating ties with the community surrounding the school, in order to ensure that the sustainable practices promoted are applicable in the short and medium term. Teachers are encouraged to participate in ongoing training programs to ensure they successfully integrate sustainability principles into their curriculum.