Análisis de la Educación Climática en el Sector Marítimo Centroamericano: Construyendo Resiliencia desde el Abordaje Docente

Abstract

This research analyzed the perceptions of professors on the quality of training in climate education, highlighting significant differences between the Natural Sciences and Engineering disciplines, at the only university in the Central American region focused on the maritime sector, Universidad Marítima Internacional de Panamá (UMIP). Although 85% of university professors claim to be aware of climate change, the findings show significant variations in how the topic is addressed in each area, underlining the need for pedagogical strategies adapted to their specific contexts. For example, while in Natural Sciences the scientific understanding of the phenomenon is emphasized, in Engineering there is a perceived lack of practical integration in training programs. Based on these results, it is recommended to strengthen the incorporation of climate change in curricula, review institutional policies and adopt innovative methodologies that promote active and contextualized learning. In the case of the maritime sector, it is crucial to include climate change related content in training programs, encourage applied research and foster partnerships with industry to promote sustainable practices. These measures would not only contribute to the preparation of future professionals for the region, but also to the development of concrete solutions to global climate challenges.

Keywords

Climate Change

Higher Education

Environmental Education

Curriculum Adaptation

Maritime Sector

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