Resumen

PEREZ RUIZ, Wendy Judith  y  CAMARENA GOMEZ, Beatriz Olivia. Environmental Education as a transverse axis in the High school Education Curriculum. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2025, vol.16, n.31, e983.  Epub 19-Feb-2026. ISSN 2007-7467.  https://doi.org/10.23913/ride.v16i31.2659.

The contemporary environmental problem, characterized as global, complex and of anthropogenic origin requires promoting educational paradigms focused on the formation of an environmental citizenship capable of offering alternative solutions to the various local in which this problem manifests locally. In Mexico, in the formal educational field, particularly in the Upper Secondary Education Subsystem (SEMS), the following research questions arose: What are the main guidelines of the environmental curriculum? How is the environmental axis integrated into the plans and study programs? To offer an answer to these questions, the study analyzed, using the curricular coherence matrix, the environmental training and sustainability axis present in the SEMS. The results of the study showed the integration of Sustainable Development (SD) in all school grades, particularly at a prominent level in the Curricular Learning Units (UAC, Spanish acronym) of Social Sciences I, II, III and in Ecosystems: interactions, energy, and dynamics. Efforts have been made to mainstream this educational proposal across all fields of knowledge. Furthermore, the complexity of the learning progressions in each UAC denotes an orientation towards holistic development and student critical thinking. The study concluded that the recent reform of the SEMS Curriculum has reinforced the environmental curriculum.

Palabras llave : curriculum; environmental Education; upper secondary school.

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