PEDAGOGICAL INNOVATION IN ENVIRONMENTAL EDUCATION: AN ANALYSIS OF THE ROLE OF ACTIVE TEACHING STRATEGIES IN DEVELOPING COMPETENCIES FOR NATURAL RESOURCE CONSERVATION

This article presents a critical, conceptual, and qualitative analysis examining how active learning strategies can build competence in environmental education within natural resource conservation. Building on an integrative review of 25 sources from Scopus, Web of Science, and Springer, the study explores how five approaches to experiential learning bring together a field of tension between content transfer and perspective change: experiential learning, transformative learning, problem- and project-based learning, service-learning, and the case study method. The analysis reveals that active techniques in environmental education are not the stuff of pedagogical innovation but rather involve recombining the pedagogical relationship among teacher, student, and environment and ensuring its sustainability over time within the institution. It identifies points of convergence on the need to highlight situated experience and critical reflexivity, as well as points of divergence regarding the lack of long-term assessment of pro-environmental behavioral change and the underrepresentation of educational settings from the Global South. The study concludes with a suggestion for an integrative conceptual model and an outline of future empirical studies.