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Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school.

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Title: Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school.
Authors: Muela-Bermejo, Diana1 (AUTHOR) dmuela@unizar.es, Pérez-Martínez, Laura1 (AUTHOR)
Source: Environmental Education Research. May2025, Vol. 31 Issue 5, p1033-1047. 15p.
Subject Terms: *Children's literature, *Primary schools, *Educators, Consciousness raising, Ecocriticism
Abstract: This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies focusing on an ecocritical approach to children's literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator's role is crucial for guiding students toward deeper, more meaningful ecocritical understanding. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school.
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  Data: <searchLink fieldCode="AR" term="%22Muela-Bermejo%2C+Diana%22">Muela-Bermejo, Diana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dmuela@unizar.es</i><br /><searchLink fieldCode="AR" term="%22Pérez-Martínez%2C+Laura%22">Pérez-Martínez, Laura</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. May2025, Vol. 31 Issue 5, p1033-1047. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+raising%22">Consciousness raising</searchLink><br /><searchLink fieldCode="DE" term="%22Ecocriticism%22">Ecocriticism</searchLink>
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  Data: This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children's readings aligns with theoretical studies focusing on an ecocritical approach to children's literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator's role is crucial for guiding students toward deeper, more meaningful ecocritical understanding. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2024.2408428
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        Text: English
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      – SubjectFull: Primary schools
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      – SubjectFull: Educators
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      – SubjectFull: Consciousness raising
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              Text: May2025
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