The contemporary socio-environmental crisis has highlighted the need to reorient educational processes toward the strengthening of ecosocial responsibility through pedagogical practices that integrate ethical, social, and environmental dimensions in student education. The objective of this study was to analyze pedagogical practices that strengthen ecosocial responsibility in educational institutions, identifying their characteristics, didactic strategies, and contributions to the development of attitudes and behaviors committed to social and environmental sustainability. A systematic review was conducted following PRISMA guidelines, analyzing empirical studies published between 2011 and 2025 on pedagogical practices aimed at strengthening ecosocial responsibility across different educational levels. The findings indicate that active, participatory, and experiential pedagogical practices foster the development of ecosocial responsibility by enhancing environmental awareness, ethical commitment, civic participation, and dispositions toward pro-environmental behaviors in formal educational contexts. The review confirms the relevance of ecosocial pedagogical practices as a strategic formative component and underscores the need for their institutionalization through comprehensive educational approaches that articulate ethical, social, and environmental dimensions in response to contemporary socio-environmental challenges.
Salcedo et al. (Thu,) studied this question.