Community-Based Learning in Sustainability: Key Implementation Factors from Educational Experiences in Spain
Abstract
In recent decades, a range of active learning methodologies have emerged as key to promoting sustainability learning among students, fostering their participation and connection with their surroundings. Among them, community-based learning is conceived as a pedagogical strategy aimed at strengthening commitment to sustainability and collective action, fostering collaboration between schools and community stakeholders.
This article presents a qualitative study conducted in Spain, based on interviews with 16 leaders of 14 community-based learning projects on sustainability. The aim was to identify the key factors that influence the implementation and development of these projects, analysing facilitators, obstacles, challenges and opportunities from the experiences and perspectives of their promoters.
The findings reveal four groups of facilitators: institutional and organisational, human and community-based, pedagogical and impact-related. Key enabling factors include political and technical support from public administrations, the creation of networks and strategic alliances, stable funding, and the motivation of teachers and the wider educational community. Obstacles are associated with organisational and structural constraints (rigid schedules, bureaucracy, teacher workload), a lack of financial and training resources, and political changes that affect project viability. The main challenges relate to ensuring continuity and impact, as well as strengthening inter-institutional coordination.
The study concludes that community-based learning in sustainability contributes to teachers’ professional development, to student agency, and to the development of civic competences oriented towards socio-environmental transformation. It also highlights its potential to empower students in climate action. The main limitation lies in the contextual and bounded nature of the projects analysed. Looking ahead, the study points to lines of work linked to strengthening intersectoral governance models and whole-school approaches, as well as to the intergenerational dimension and the promotion of inclusive participatory processes.
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Ardoin, N. M., Bowers, A.W., & Wheaton, M. (2023). Leveraging collective action and environmental literacy to address complex sustainability challenges. Ambio, 52, 30–44. https://doi.org/10.1007/s13280-022-01764-6
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Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12(2), 579–587. https://doi.org/10.3390/su12020579
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Gruenewald, D. A. (2003). Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education. American Educational Research Journal, 40(3), 619–654. https://doi.org/10.3102/00028312040003619
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Hargis, K., McKenzie, M., & LeVert Chiasson, I. (2021). A Whole Institution Approach to Climate Change Education. Preparing School Systems to be Climate Proactive. In R. Iyengar & C. Kwauk (Eds.), Curriculum and learning for climate action (pp. 43–66). Brill. https://doi.org/10.1163/9789004471818_004
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Hollstein, M. S., & Smith, G. A. (2020). Civic environmentalism: Integrating social studies and environmental education through curricular models. Journal of Social Studies Education Research, 11(2), 223–250. https://jsser.org/index.php/jsser/article/view/1606/457
Holst, J., Grund, J., & Brock, A. (2024). Whole Institution Approach: Measurable and highly effective in empowering learners and educators for sustainability. Sustainability Science, 19, 1359–1376. https://doi.org/10.1007/s11625-024-01506-5
King, A. C., Odunitan Wayas, F. A., Chaudhury, M., Rubio, M. A., Baiocchi, M., Kolbe Alexander, T., & Gardiner, P. A. (2021). Community Based Approaches to Reducing Health Inequities and Fostering Environmental Justice through Global Youth Engaged Citizen Science. International Journal of Environmental Research and Public Health, 18(3), 892. https://doi.org/10.3390/ijerph18030892
Kolenatý, M., & Cincera, J. (2025). Students’ Leadership Is the Key: Using the Action-Oriented ESD Framework for Analysing an ESD Programme Implementation. Australian Journal of Environmental Education, 41(4), 933–953. https://doi.org/10.1017/aee.2025.26
Macintyre, T., Tilbury, D., & Wals, A. (2024). Education and learning for sustainable futures: 50 years of learning for environment and change. Routledge.
Mogren, A., & Gericke, N. (2019). School Leaders’ Experiences of Implementing Education for Sustainable Development - Anchoring the Transformative Perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Mulà, I., & Tilbury, D. (2023). Formación docente para la sostenibilidad: práctica actual y desafíos pendientes. AIEM – Avances de Investigación en Educación Matemática, 23, 5–18. https://doi.org/10.35763/aiem23.5414
Ngobeni, S. (2024). Establishing sustainable school community partnerships: Strategies for school management teams. International Journal of Leadership in Education, 1–20. https://doi.org/10.1080/13603124.2024.2369987
Noguchi, F., Guevara, J. R., & Yorozu, R. (2015). Communities in Action: Lifelong Learning for Sustainable Development. UNESCO Institute for Lifelong Learning. https://unesdoc.unesco.org/ark:/48223/pf0000234185
Oe, H., Yamaoka, Y., & Ochiai, H. (2022). A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework. International Journal of Environmental Research and Public Health, 19(6), 3528. https://doi.org/10.3390/ijerph19063528
Ongon, S., Wongchantra, P., & Bunnaen, W. (2021). The Effect of Integrated Instructional Activities of Environmental Education by Using Community Based Learning and Active Learning. Journal of Curriculum and Teaching, 10(2), 42–57. https://doi.org/10.5430/jct.v10n2p42
Osés Lana, U., Santana Castellano, H. R., & Santana Benítez, M. L. (2024). Buenas prácticas de educación para el desarrollo sostenible N.º 16. Entre canastas. Proyecto comunitario de autoconstrucción de un aula-auditorio sostenible. Subdirección General de Cooperación Territorial e Innovación Educativa. https://www.libreria.educacion.gob.es/ca/libro/buenas-practicas-de-educacion-para-el-desarrollo-sostenible-no-16-entre-canastas-proyecto-comunitario-de-autoconstruccion-de-un-aula-auditorio-sostenible_184924/
Parlamento Europeo. (2019). European Parliament resolution of 28 November 2019 on the climate and environmental emergency (2019/2930(RSP)). https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52019IP0078%2801%29
Reid, A. (2019). Climate change education and research: Possibilities and potentials versus problems and perils? Environmental Education Research, 25(6), 767–790. https://doi.org/10.1080/13504622.2019.1664075
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