Percepciones y limitaciones en la implementación del ecoturismo educativo en escuelas rurales.: evidencia del sur de Colombia
Perceptions and Limitations in the Implementation of Educational Ecotourism in Rural Schools: Evidence from Southern Colombia
Percepções e limitações na implementação do ecoturismo educativo em escolas rurais: evidências do sul da Colômbia
Resumen (es)
Objetivo: Analizar las percepciones, conocimientos y obstáculos que enfrentan los docentes de una escuela rural de Palestina (Huila, Colombia) para la integración curricular del ecoturismo educativo como estrategia pedagógica que fomenta la sostenibilidad ambiental y el sentido de pertenencia territorial. Método: Estudio cuantitativo, transversal y correlacional realizado con 50 docentes. Se aplicó un cuestionario estructurado y los datos se procesaron mediante pruebas de chi-cuadrado, análisis de clúster jerárquico y análisis de componentes principales. Resultados: Se encontró que el nivel de conocimiento sobre ecoturismo educativo se asocia significativamente con la formación previa del docente, la percepción de beneficios ambientales y las barreras institucionales existentes. Se identificaron tres perfiles docentes diferenciados: aquellos que aplican activamente estrategias de ecoturismo educativo, quienes manifiestan interés pero enfrentan limitaciones para su implementación, y quienes poseen baja familiaridad con el concepto. Conclusión: Es necesario fortalecer la formación docente diferenciada según los perfiles identificados, incrementar el respaldo institucional y promover la integración curricular contextualizada del ecoturismo educativo. Estos hallazgos aportan insumos fundamentales para el diseño de políticas educativas y prácticas pedagógicas con enfoque territorial en contextos rurales.
Resumen (en)
Objective: To analyze the perceptions, knowledge, and obstacles faced by teachers at a rural school in Palestina (Huila, Colombia) regarding the curricular integration of educational ecotourism as a pedagogical strategy that promotes environmental sustainability and territorial belonging. Method: A quantitative, cross-sectional, and correlational study conducted with 50 teachers. A structured questionnaire was applied, and data were processed using chi-square tests, hierarchical cluster analysis, and principal component analysis. Results: The level of knowledge about educational ecotourism was found to be significantly associated with teachers' prior training, perception of environmental benefits, and existing institutional barriers. Three differentiated teacher profiles were identified: those who actively apply educational ecotourism strategies, those who show interest but face implementation limitations, and those with low familiarity with the concept. Conclusion: It is necessary to strengthen differentiated teacher training according to the identified profiles, increase institutional support, and promote contextualized curricular integration of educational ecotourism. These findings provide fundamental inputs for designing educational policies and pedagogical practices with a territorial approach in rural contexts.
Resumen (pt)
Objetivo: Analisar as percepções, conhecimentos e obstáculos enfrentados pelos docentes de uma escola rural de Palestina (Huila, Colômbia) para a integração curricular do ecoturismo educativo como estratégia pedagógica que promove a sustentabilidade ambiental e o sentido de pertencimento territorial. Método: Estudo quantitativo, transversal e correlacional realizado com 50 docentes. Aplicou-se um questionário estruturado e os dados foram processados mediante testes qui-quadrado, análise de cluster hierárquico e análise de componentes principais. Resultados: Verificou-se que o nível de conhecimento sobre ecoturismo educativo associa-se significativamente com a formação prévia do docente, a percepção dos benefícios ambientais e as barreiras institucionais existentes. Identificaram-se três perfis docentes diferenciados: aqueles que aplicam ativamente estratégias de ecoturismo educativo, os que manifestam interesse mas enfrentam limitações para sua implementação, e aqueles que possuem baixa familiaridade com o conceito. Conclusão: É necessário fortalecer a formação docente diferenciada segundo os perfis identificados, incrementar o apoio institucional e promover a integração curricular contextualizada do ecoturismo educativo. Estes achados fornecem subsídios fundamentais para o desenho de políticas educacionais e práticas pedagógicas com enfoque territorial em contextos rurais.
Referencias
Aguilar-Cruz, P. J., & Olaya-Marín, E. J. (2025). Gamification and Eco-Literacy: A Bibliometric Analysis of Research Trends. International Journal of Serious Games, 29–46. https://doi.org/10.17083/8mzab045
Ali, A., & Sheng-Chang, C. (2020). Characterization of well logs using K-mean cluster analysis. Journal of Petroleum Exploration and Production Technology, 10(6). https://doi.org/10.1007/s13202-020-00895-4
Amézquita-Galindo, S., Agudelo-Rodríguez, C. M., & Olaya-Marín, E. J. (2024). Teacher training in environmental education from the perspective of a bibliometric analysis. Conocimiento Global, 9(1), 376–390. https://orcid.org/0000-0002-7272-3369.
Asrial, A., Syahrial, S., Maison, M., Kurniawan, D. A., & Nugroho, M. T. (2021). Integration of Local Wisdom Mangrove Ecotourism in Class IV Learning in Elementary School. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2). https://doi.org/10.25217/ji.v6i2.1142
Ballantyne, R., Packer, J., & Falk, J. (2011). Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling. Tourism Management, 32(6). https://doi.org/10.1016/j.tourman.2010.11.003
Bassols i Gardella, N. (2020). Promoting tourism education in elementary and secondary schools: An experience from Colombia. Journal of Hospitality, Leisure, Sport and Tourism Education, 26. https://doi.org/10.1016/j.jhlste.2020.100244
Borutska, Y., Dydiv, I., Krupa, O., Hryhorieva, L., & Sylkin, O. (2024). Methodology And Application of Innovative Technologies to Ensure Sustainable Development: Formation of Eco-Awareness Through the Prism of Ecotourism. Journal of Ecohumanism, 3(4), 1357–1367. https://doi.org/10.62754/joe.v3i4.3666
Cárdenas, S., Echeverry‐Galvis, M., & Stevenson, P. (2021). Seed dispersal effectiveness by oilbirds (Steatornis caripensis) in the Southern Andes of Colombia. Biotropica, 53, 671–680. https://doi.org/10.1111/btp.12908
Chen, S. X., Yu, L., Tse, S. W. T., & Zhang, Y. (2025). When travel teaches: Unpacking student outcomes in educational tourism. Tourism Management Perspectives, 58. https://doi.org/10.1016/j.tmp.2025.101385
Claros, J. K., Olaya-Marín, E. J., & Plaza, C. D. (2024). Diseño de un programa educativo para la conservación de ríos en Caquetá: integración de estrategias pedagógicas y participación comunitaria en el ecoturismo. Revista Environment & Technology, 5(2), 44–59. https://doi.org/10.56205/ret.5-2.3
Coles, T., Polandb, R. H. C., & Clifton, J. (2015). Ecotourism in an educational context: Promoting learning opportunities through travel. In Journal of Biological Education (Vol. 49, Issue 2, pp. 213–217). Routledge. https://doi.org/10.1080/00219266.2014.956484
Creswell, J. W. (2003). Research design Qualitative quantitative and mixed methods approaches. Research Design Qualitative Quantitative and Mixed Methods Approaches. https://doi.org/10.3109/08941939.2012.723954
da Silva, A. E., Maracajá, K. F. B., Batalhão, A. C. S., Silva, V. F., & Borges, I. M. S. (2025). Ecotourism and Co-Management: Strengthening Socio-Ecological Resilience in Local Food Systems. In Sustainability (Switzerland) (Vol. 17, Issue 6). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/su17062443
Duque, J. C., García, G. A., Lozano-Gracia, N., Quiñones, M., & Montoya, K. Y. (2023). Inequality and space in a highly unequal country: What does the literature tell us in the context of Colombia? Regional Science Policy and Practice, 15(9). https://doi.org/10.1111/rsp3.12681
Edelsbrunner, P. A., Simonsmeier, B. A., & Schneider, M. (2025). The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies. Educational Psychology Review 2025 37:1, 37(1), 1–43. https://doi.org/10.1007/S10648-024-09982-Y
Ensiyawatin, A. Z., Sumarmi, & Astina, I. K. (2021). Development of Supplementary Contextual Teaching Materials Based on Ecotourism and Natural Resource Management. IOP Conference Series: Earth and Environmental Science, 747(1). https://doi.org/10.1088/1755-1315/747/1/012007
Estremera, M., & Sarmiento, M. (2024). Content validity and reliability of questionnaires: trends, prospects and innovation in the digital research epoch. https://doi.org/10.13140/RG.2.2.34015.64166
Evans, N. S., Stevenson, R. B., Lasen, M., Ferreira, J. A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63. https://doi.org/10.1016/j.tate.2017.01.013
Everitt, B. S., Landau, S., Leese, M., & Stahl, D. (2011). An Introduction to Classification and Clustering. In Cluster Analysis. https://doi.org/https://doi.org/10.1002/9780470977811.ch1
Florencio da Silva, R., Torres-Rivera, A. D., Alves Pereira, V., Regis Cardoso, L., & Becerra, M. J. (2023). Critical Environmental Education in Latin America from a Socio-Environmental Perspective: Identity, Territory, and Social Innovation. Sustainability (Switzerland), 15(12). https://doi.org/10.3390/su15129410
Gast, F., & Stevenson, P. (2020). Relative abundances of medium and large mammals in the Cueva de Los Guácharos National Park (Huila, Colombia). Biota Neotropica. https://doi.org/10.1590/1676-0611-BN-2016-0305
Hartati, R. D., Abidin, A. A., Tamam, I. Y. B., & Junaenti, J. (2025). Implementation of the Project Strengthening Profile of Pancasila Students with Ecotourism Education in Ciletuh-Palabuhanratu UNESCO Global Geopark Area: A Case Study in Secondary School. Journal of Innovation in Educational and Cultural Research. https://doi.org/10.46843/jiecr.v6i1.1986
Huang, C. C., Li, S. P., Chan, Y. K., Hsieh, M. Y., & Lai, J. C. M. (2023). Empirical Research on the Sustainable Development of Ecotourism with Environmental Education Concepts. Sustainability, 15(13). https://doi.org/10.3390/su151310307
Jaramillo Neira, D. A., Cala-Vitery, F., & Poveda Aguja, F. A. (2025). Rural Education in Colombia: Adapting Quality Policies to Local Realities. Societies, 15(6), 159. https://doi.org/10.3390/soc15060159
Kang, E., & Hwang, H.-J. (2023). The Importance of Anonymity and Confidentiality for Conducting Survey Research. 4, 1–7. https://doi.org/10.15722/jrpe.4.1.202303.1
Khanra, S., Dhir, A., Kaur, P., & Mäntymäki, M. (2021). Bibliometric analysis and literature review of ecotourism: Toward sustainable development. Tourism Management Perspectives, 37. https://doi.org/10.1016/j.tmp.2020.100777
Lameed, A., Adesunloye, D., & Christopher, A. (2024). Perception and Awareness of Secondary Schools Students towards Ecotourism in Ibadan Metropolis, Oyo State, Nigeria. European Journal of Hospitality and Tourism Research. https://doi.org/10.37745/ejhtr.2013/vol12n15866
Lin, J.-H., Yang, S., & Lin, J.-Y. (2024). Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy. Comput. Educ., 220, 105125. https://doi.org/10.1016/j.compedu.2024.105125
López-Sarasty, D., Olaya-Marín, E. J., & Molina, J. A. (2024). La Naturaleza como Sujeto de Derechos: Evaluación del Impacto de la Sentencia 4360 en la Educación sobre el Cambio Climático en la Amazonia. Revista Interamericana de Investigación Educación y Pedagogía RIIEP, 17(2), 349–375. https://doi.org/https://doi.org/10.15332/25005421.10005
Mondino, E., & Beery, T. (2019). Ecotourism as a learning tool for sustainable development. The case of Monviso Transboundary Biosphere Reserve, Italy. Journal of Ecotourism, 18(2), 107–121. https://doi.org/10.1080/14724049.2018.1462371
Mudge, J. F., Baker, L. F., Edge, C. B., & Houlahan, J. E. (2012). Setting an optimal α that minimizes errors in null hypothesis significance tests. PLoS ONE, 7(2). https://doi.org/10.1371/journal.pone.0032734
Näslund-Hadley, E., & Alonzo, H. (2024). Inequality, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. https://doi.org/10.18235/0013269
Norazlan, S. A., & Said, I. (2023). Understanding children’s preferences: developing ecological literacy in the village landscape. Journal of Adventure Education and Outdoor Learning, 23(4). https://doi.org/10.1080/14729679.2022.2027794
Oliveira, R. (2021). Type I and Type II Errors. The Encyclopedia of Research Methods in Criminology and Criminal Justice. https://doi.org/10.1002/9781119111931.ch70
Ordóñez-Vargas, L., Peralta Gonzalez, L. C., & Prieto-Rios, E. (2023). An Econcentric Turn in the Transitional Restorative Justice Process in Colombia. International Journal of Transitional Justice, 17(1). https://doi.org/10.1093/ijtj/ijad003
Permadi, V. A., Tahalea, S. P., & Agusdin, R. P. (2023). k-means and elbow method for cluster analysis of elementary school data. Progres Pendidikan, 4(1). https://doi.org/10.29303/prospek.v4i1.328
R Core Team. (2023). R: A language and environment for statistical computing.
Ranganathan, P., Caduff, C., & Frampton, C. M. A. (2024). Designing and validating a research questionnaire - Part 2. Perspectives in Clinical Research, 15(1), 42–45. https://doi.org/10.4103/picr.picr_318_23
Rodríguez-Gómez, W. F., Rodríguez Gómez, E. Y., & Gomez-Gonzalez, J. E. (2024). The rural-urban student performance gap in Colombia. Desarrollo y Sociedad, 2024(97), 59–75. https://doi.org/10.13043/DYS.97.3
Rodríguez-Piñeros, S., & Mayett-Moreno, Y. (2015). Forest owners’ perceptions of ecotourism: Integrating community values and forest conservation. Ambio, 44(2). https://doi.org/10.1007/s13280-014-0544-5
Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020). Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development and World Ecology, 27(5). https://doi.org/10.1080/13504509.2020.1721378
Stanciu, M., Popescu, A., Sava, C., Moise, G., Nistoreanu, B., Rodzik, J., & Bratu, I. (2022). Youth’s perception toward ecotourism as a possible model for sustainable use of local tourism resources. 10. https://doi.org/10.3389/fenvs.2022.940957
Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (2013). International handbook of research on environmental education. In International Handbook of Research on Environmental Education. https://doi.org/10.4324/9780203813331
Tilbury, & Daniella. (2010). Education for sustainable development: an expert review of processes and learning; 2011. www.unesco.org/education/desd
Wickham, H., & Grolemund, G. (2023). R for Data Science: Visualize, Model, Transform, Tidy, and Import Data. In O’Reilly (Vol. 2).
Xiao, Z., Li, T. W., Karahalios, K., & Sundaram, H. (2023). Inform the Uninformed: Improving Online Informed Consent Reading with an AI-Powered Chatbot. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3544548.3581252
Cómo citar
Licencia
Derechos de autor 2025 Revista Interamericana de Investigación Educación y Pedagogía RIIEP
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:
Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).
RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.
