Curricular principles for wildlife education in Colombia

As vital parts of ecosystems and sentient beings, wildlife should be a primary focus of education.However, the processes associated with its teaching are limited both at the normative and theoretical levels. There fore, it is necessary to generate educational actions to include it in school curricula, especially in contexts such as Colombia, where biodiversity is among the highest in the world. The objective of this study is to formulate curricular principles for the teaching of wildlife based on ecopedagogy and bioethics. We implemented the PRISMA method for the collection of information and grounded theory for the configuration of new theoretical elements. The main findings consist of linking the principles of micro- and macrobioethics with those of ecopedagogy for the definition of curricular principles that seek to effectively and contextually integrate the teaching of wildlife in school practices. By incorporating these principles, the study aims to promote a deeper understanding and appreciation of wildlife among students, fostering a sense of responsibility and stewardship for the natural world.