Curricular innovations with an environmental focus in initial teacher education: A systematic review of literature

Abstract

The study analyzes the implementation of curricular innovations with an environmental approach in initial teacher training, considering the period 2021-2025. Through a systematic review based on the PRISMA method, 34 research studies were identified that highlight the need to integrate sustainability not only in curricular content, but also in pedagogical strategies. It is evident that the most effective proposals include active methodologies based on group research, fostering critical environmental thinking and the ethical commitment of future teachers. However, many initiatives remain isolated and disconnected from the educational context, which limits their impact on teaching practice. It is concluded that moving towards a comprehensive environmental education requires a solid articulation between training policies, innovative methodologies and collaborative projects that connect future teachers with their natural and social environment, promoting a transformative and sustainable pedagogical approach.