Inclusive education and citizenship training in teaching: primary care, soft skills, and environmental education
DOI:
https://doi.org/10.35362/rie10017030Keywords:
service-learning, soft skills, teachers, inclusive education, human rights, environmental dimension, active methodologies, participatoryAbstract
This article presents various proposals to help build soft skills in the training of future teachers through service-learning (SLE), in the process of building inclusive education and active and participatory citizenship based on democracy and human rights. In this context, which combines social, environmental, and academic knowledge, various research proposals will be presented that contribute to developing social skills, as well as fostering a sense of duty and responsibility to the environment, in accordance with the Sustainable Development Goals (SDGs). Furthermore, the role played by active and participatory methodologies will be presented, playing a fundamental role in shaping teaching that embraces academic relationships, respect, and cooperation within a culture of peace and participation. SLE also assumes that teachers are trained as agents of change, enabling them to respond appropriately to the various problems of the 21st century. It is proposed that this strategy be adopted to build a more appropriate education for pioneering experts to prepare them to live and transform complex social and environmental realities.
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