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
Abstract (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.
Abstract (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.
Abstract (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.
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