Experiential Open Classroom as a Didactic Strategy for Teaching Environmental Education

Abstract

Environmental education requires innovative strategies for effective teaching. This research aimed to implement the experiential open classroom as a didactic strategy in environmental education teaching. The study was based on quantitative research under a feasible project modality with field design, developed in four phases: diagnosis, viability, execution, and evaluation. The study worked with a population of forty teachers, selecting a 30% sample. Data collection was conducted through a survey using a questionnaire with a three-alternative Likert scale (Always, Sometimes, Never), validated by experts and with reliability determined by Cronbach's Alpha coefficient. Results revealed that 75% of teachers consider that the experiential open classroom contributes “sometimes” to the teaching-learning process, while 25% indicated it is “always” effective. It is concluded that the experiential open classroom constitutes a viable and effective strategy for teaching environmental education in distance learning contexts, allowing educational continuity while promoting environmental awareness.