<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100008</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2391</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conciencia y acción ambiental en estudiantes de nivel medio superior: Un caso de estudio en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental awareness and action in high school students: A case study in Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conscientização e ação ambiental em estudantes do ensino médio: um estudo de caso no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade-Cruz]]></surname>
<given-names><![CDATA[Griselda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zepeda-Bautista]]></surname>
<given-names><![CDATA[Rosalba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez-Hernández]]></surname>
<given-names><![CDATA[Martha Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Ramírez]]></surname>
<given-names><![CDATA[Norma Esmeralda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sistema de educación ambiental en las instituciones educativas es complejo y dinámico. En esta investigación se exploró la relación entre conciencia y acción ambiental entre estudiantes de nivel medio superior en dos instituciones educativas ubicadas en Zumpango de Ocampo, Estado de México. El estudio se realizó con 148 estudiantes de entre 15 y 18 años mediante la aplicación de una encuesta para recopilar datos sobre su rendimiento académico en asignaturas relacionadas con el ambiente, su conocimiento ambiental y su participación en actividades proambientales. El análisis estadístico de datos se hizo a través de componentes principales y conglomerados para clasificar a los estudiantes en cuatro grupos según su rendimiento académico en muy bueno (RAMB), bueno (RAB), regular (RAR) y suficiente (RAS). Los resultados revelaron que los estudiantes con mayor conocimiento académico (RAMB) muestran una mayor conciencia ambiental (23.7); sin embargo, su participación en acciones proambientales no fue significativamente diferente en comparación con la de los grupos con menor conocimiento (RAR y RAS). Es crucial destacar que el conocimiento del entorno escolar también se relaciona con la conciencia ambiental. Se identificó una brecha entre la conciencia y la acción ambiental, lo que indica que el conocimiento sobre los problemas ambientales no se traduce automáticamente en acciones concretas. Asimismo, se observó una tendencia de los estudiantes a autoevaluarse positivamente (entre 49% y 64%), incluso cuando los datos objetivos sobre su participación en acciones concretas fueron bajos (entre 0% y 16%). Se definió la línea base del sistema y se propusieron estrategias de mejora, entre ellas el enriquecimiento del mapa curricular, la impartición de talleres, la organización de concursos sobre problemas ambientales, carreras ecológicas y campañas locales de recolección de basura. Es indispensable la participación de estudiantes, padres de familia, sociedad, instituciones de enseñanza e investigación e instituciones gubernamentales en las actividades proambiental. Es necesario contar con una educación ambiental integral que vaya más allá de la simple transmisión de la información y que se adapte al contexto del estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The environmental education system in educational institutions is complex and dynamic. This research explored the relationship between environmental awareness and action among high school students in two educational institutions located in Zumpango de Ocampo, State of Mexico. The study was conducted with 148 students between 15 and 18 years old by applying a survey to collect data on their academic performance in subjects related to the environment, their environmental knowledge and their participation in pro-environmental activities. Statistical data analysis was conducted using principal component analysis and cluster analysis to classify students into four groups based on their academic performance: Very Good (RAMB), Good (RAB), Regular (RAR), and Sufficient (RAS). The results revealed that students with higher academic knowledge (RAMB) showed a higher environmental awareness (23.7); however, their participation in pro-environmental actions was not significantly different compared to that of groups with lower knowledge (RAR and RAS). It is important to highlight that familiarity with the school environment is also linked to environmental awareness. A gap between environmental awareness and action was identified, indicating that knowledge about environmental issues does not automatically translate into concrete actions. Furthermore, students tended to evaluate themselves positively (between 49% and 64%), even when objective data on their participation in concrete actions was low (between 0% and 16%). The baseline of the system was defined, and improvement strategies were proposed, such as enriching the curriculum, organizing environmental issue competitions, workshops, eco-friendly races, and local garbage collection campaigns. An integral environmental education is needed, one that goes beyond the mere transmission of information and is adapted to the student&#8217;s context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O sistema de educação ambiental em instituições de ensino é complexo e dinâmico. Esta pesquisa explorou a relação entre consciência ambiental e ação entre estudantes do ensino médio em duas instituições educacionais localizadas em Zumpango de Ocampo, Estado do México. O estudo foi realizado com 148 estudantes entre 15 e 18 anos por meio da aplicação de uma pesquisa para coletar dados sobre seu desempenho acadêmico em disciplinas relacionadas ao meio ambiente, seus conhecimentos ambientais e sua participação em atividades pró-ambientais. A análise estatística dos dados foi feita por meio de componentes principais e clusters para classificar os alunos em quatro grupos de acordo com seu desempenho acadêmico: muito bom (RAMB), bom (RAB), regular (RAR) e suficiente (RAS). Os resultados revelaram que os alunos com maior conhecimento acadêmico (RAMB) apresentam maior consciência ambiental (23,7); Entretanto, sua participação em ações pró-ambientais não foi significativamente diferente quando comparada aos grupos com menor conhecimento (RAR e RAS). É fundamental destacar que o conhecimento do ambiente escolar também está relacionado à consciência ambiental. Foi identificada uma lacuna entre a conscientização ambiental e a ação, indicando que o conhecimento sobre questões ambientais não se traduz automaticamente em ações concretas. Houve também uma tendência dos estudantes se autoavaliarem positivamente (entre 49% e 64%), mesmo quando os dados objetivos sobre sua participação em ações concretas eram baixos (entre 0% e 16%). A linha de base do sistema foi definida e estratégias de melhoria foram propostas, incluindo enriquecimento do currículo, realização de workshops, organização de competições sobre problemas ambientais, corridas ecológicas e campanhas locais de coleta de lixo. A participação de alunos, pais, sociedade, instituições de ensino e pesquisa e instituições governamentais em atividades pró-ambientais é essencial. É necessária uma educação ambiental integral que vá além da simples transmissão de informações e que se adapte ao contexto do aluno.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[conciencia ambiental]]></kwd>
<kwd lng="es"><![CDATA[consumo sustentable]]></kwd>
<kwd lng="es"><![CDATA[mapa curricular]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Environmental education]]></kwd>
<kwd lng="en"><![CDATA[environmental awareness]]></kwd>
<kwd lng="en"><![CDATA[sustainable consumption patterns]]></kwd>
<kwd lng="en"><![CDATA[curriculum framework]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="pt"><![CDATA[Educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[conscientização ambiental]]></kwd>
<kwd lng="pt"><![CDATA[consumo sustentável]]></kwd>
<kwd lng="pt"><![CDATA[mapa curricular]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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