PROJECT-BASED LEARNING IN ENVIRONMENTAL EDUCATION IN THE TEACHING PRACTICUM: FORMATIVE EXPERIENCES FOR THE DEVELOPMENT OF SUSTAINABILITY SKILLS

Project-based environmental learning is recognized as a relevant pedagogical strategy for addressing socio-environmental challenges in initial teacher education, particularly within the practicum, a key space for articulating theory and professional practice. The objective of this study was to analyze project-based environmental learning in the teaching practicum as a formative experience for the development of sustainability competencies. The research followed a mixed-methods approach, with a non-experimental, cross-sectional design and a descriptive–correlational scope, involving a sample of 120 pre-service teachers. A validated questionnaire and semi-structured interviews were applied, and the data were analyzed using descriptive and correlational statistics, as well as qualitative thematic analysis. The results showed high levels of contextualization, active participation, and action orientation in environmental projects, along with a high level of development of sustainability competencies, particularly ethical commitment, systemic thinking, and critical reflection. Significant positive relationships were identified between the dimensions of project-based learning and sustainability competencies. It was concluded that project-based environmental learning in the practicum strengthened professional training and teacher identity, constituting an effective strategy for promoting sustainability competencies in initial teacher education.