The socio-environmental crisis has highlighted the need to transform traditional educational approaches toward pedagogical proposals that promote a critical, ethical, and contextualized understanding of the society–nature relationship. Within this framework, critical environmental thinking has become a key formative category in education, as it integrates structural analysis, ecosocial awareness, and transformative action. The objective of this study was to analyze the didactic models that foster the development of critical environmental thinking in educational contexts, using a qualitative approach based on semi-structured interviews conducted with teachers from upper levels of basic general education and secondary education. The teachers’ discourses were analyzed through thematic categorical analysis. The findings show that models such as critical pedagogy, problem-based learning focused on socio-environmental issues, experiential learning, and ecosocial education contribute significantly to the development of a reflective and engaged environmental awareness. It is concluded that the articulated implementation of these models makes it possible to move beyond instrumental approaches to environmental education and to strengthen educational processes oriented toward social and ecological transformation
Mejía et al. (Thu,) studied this question.