Ecology of sustainable learning in Latin America [Ecología de aprendizajes sostenibles en América Latina]
DOI:
https://doi.org/10.62574/vtg4eb86Keywords:
alternative education, educational experiments, educational innovationsAbstract
The objective of this study was to generate an emerging theory on the ecology of sustainable learning in Latin America through a hermeneutic analysis of various academic sources published between 2017 and 2022. The research examines the interrelationships between management, education and technology in Latin American contexts. Using systematic literature review and diatopic hermeneutics, the study identifies how sustainable educational practices emerge from the contextualised integration of local knowledge with global perspectives. The results reveal that the sustainability of educational ecosystems depends on their capacity to respond to specific contextual needs, transcending mere technological transfer towards situated models of appropriation. The resulting theorisation proposes a conceptual framework that recognises Latin American epistemological plurality and articulates multiple levels of management, from the institutional to the community, thus contributing to the construction of fairer, more inclusive and more sustainable educational futures in the region.
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