Innovación pedagógica y sostenibilidad: El cálculo de la huella hídrica en la formación de la conciencia ambiental en el altiplano peruano
DOI:
https://doi.org/10.61286/e-rms.v3i.245Keywords:
conciencia ambiental, gestión del agua, huella hídrica, recurso hídrico.Abstract
In areas of high water vulnerability, such as the Peruvian highlands, there is an emerging need to review water footprint levels and environmental awareness in school settings from a very early age. This study explores the relationship between water footprint levels and environmental awareness levels among primary school girls in Puno, Peru. The research uses a quantitative approach, with a non-experimental and correlational design. Two instruments were applied to assess the aforementioned variables to a total sample of 156 10-year-old students. The results reveal significant inverse correlations between water footprint and the following dimensions of environmental awareness: active dimension (rs=-0.448); cognitive dimension (rs=-0.428); conative dimension (rs=-0.399) and affective dimension (rs=-0.351), and finally, the existence of a moderate and significant inverse relationship between the water footprint and environmental awareness in primary school students (rs=-0.547; p<0.001). These findings show that the active dimension of environmental awareness resulted in the strongest correlation with the water footprint; this shows that specific water-saving actions have a more direct impact and are more effective than others. It is concluded that, the higher the level of environmental awareness, the direct and indirect accumulated water footprint decreases. This study provides evidence on the findings that support that comprehensive environmental education, based on intrinsic motivation and the execution of concrete actions, is essential to promote more efficient use of water.
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Copyright (c) 2025 Wilber Machaca Quispe, Ruth Carina Huallpa Vela, Tony Enrique Tapia Blanco, Somalia Ticona Pino , Danitza Luisa Sardón-Ari, Zezy Yadeyda Sardon-Ari
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