Percepciones y limitaciones en la implementación del ecoturismo educativo en escuelas rurales.: evidencia del sur de Colombia.

Mauricio  Murcia Soto; Esther Julia  Olaya Marín; Miguel Ignacio  Barrios Peña

doi:10.15332/wq3kex64

Vol. 19 Núm. 1 (2026)

Publicado 2025-12-01

Licencia

Derechos de autor 2025 Mauricio Murcia Soto, Esther Julia Olaya Marín, Miguel Ignacio Barrios Peña (Autor/a)

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:

Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).

RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)

La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.

ARTÍCULOS PRODUCTO DE LA INVESTIGACIÓN

Percepciones y limitaciones en la implementación del ecoturismo educativo en escuelas rurales.: evidencia del sur de Colombia.

DOI: https://doi.org/10.15332/wq3kex64

Mauricio Murcia Soto Universidad de la Amazonía

Esther Julia Olaya Marín Universidad de la Amazonía

Miguel Ignacio Barrios Peña Universidad del Tolima

PDF

Resumen
Referencias

Objetivo: Analizar las percepciones, conocimientos y obstáculos que enfrentan los docentes de una escuela rural de Palestina (Huila, Colombia) para la integración curricular del ecoturismo educativo como estrategia pedagógica que fomenta la sostenibilidad ambiental y el sentido de pertenencia territorial. Método: Estudio cuantitativo, transversal y correlacional realizado con 50 docentes. Se aplicó un cuestionario estructurado y los datos se procesaron mediante pruebas de chi-cuadrado, análisis de clúster jerárquico y análisis de componentes principales. Resultados: Se encontró que el nivel de conocimiento sobre ecoturismo educativo se asocia significativamente con la formación previa del docente, la percepción de beneficios ambientales y las barreras institucionales existentes. Se identificaron tres perfiles docentes diferenciados: aquellos que aplican activamente estrategias de ecoturismo educativo, quienes manifiestan interés pero enfrentan limitaciones para su implementación, y quienes poseen baja familiaridad con el concepto. Conclusión: Es necesario fortalecer la formación docente diferenciada según los perfiles identificados, incrementar el respaldo institucional y promover la integración curricular contextualizada del ecoturismo educativo. Estos hallazgos aportan insumos fundamentales para el diseño de políticas educativas y prácticas pedagógicas con enfoque territorial en contextos rurales.

Palabras clave: ecoturiamo educativo, educación ambiental, docentes rurales, sostenibilidad educativa, integración curricular, barreras institucionales

Aguilar-Cruz, P. J., & Olaya-Marín, E. J. (2025). Gamification and Eco-Literacy: A Bibliometric Analysis of Research Trends. International Journal of Serious Games, 29–46. https://doi.org/10.17083/8mzab045

Ali, A., & Sheng-Chang, C. (2020). Characterization of well logs using K-mean cluster analysis. Journal of Petroleum Exploration and Production Technology, 10(6), 2245–2256. https://doi.org/10.1007/s13202-020-00895-4

Amézquita Galindo, S., Agudelo Rodríguez, C., & Olaya Marin, E. J. (2024). Formación docente en educación ambiental desde la perspectiva de un análisis bibliométrico. 9, 376–390.

Asrial, A., Syahrial, S., Maison, M., Kurniawan, D. A., & Putri, E. (2021). Fostering Students’ Environmental Care Characters Through Local Wisdom-Based Teaching Materials. JPI (Jurnal Pendidikan Indonesia), 10(1). https://doi.org/10.23887/jpi-undiksha.v10i1.27744

Ballantyne, R., Packer, J., & Falk, J. (2011). Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling. Tourism Management, 32(6), 1243–1252. https://doi.org/10.1016/j.tourman.2010.11.003

Bassols i Gardella, N. (2020). Promoting tourism education in elementary and secondary schools: An experience from Colombia. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100244. https://doi.org/10.1016/j.jhlste.2020.100244

Borutska, Y., Dydiv, I., Krupa, O., Hryhorieva, L., & Sylkin, O. (2024). Methodology And Application of Innovative Technologies to Ensure Sustainable Development: Formation of Eco-Awareness Through the Prism of Ecotourism. Journal of Ecohumanism, 3(4), 1357–1367. https://doi.org/10.62754/joe.v3i4.3666

Cárdenas, S., Echeverry‐Galvis, M. Á., & Stevenson, P. R. (2021). Seed dispersal effectiveness by oilbirds ( Steatornis caripensis ) in the Southern Andes of Colombia. Biotropica, 53(2), 671–680. https://doi.org/10.1111/btp.12908

Chen, K., Gu, X., Cai, M., Zhao, W., Wang, B., Yang, H., Liu, X., & Li, X. (2025). Emission characteristics, environmental impacts and health risk assessment of volatile organic compounds from the typical chemical industry in China. Journal of Environmental Sciences (China), 149. https://doi.org/10.1016/j.jes.2023.10.023

Claros Monje, J. K., Olaya Marín, E. J., & Plaza Pérez, C. D. (2024). Diseño de un programa educativo para la conservación de ríos en Caquetá: integración de estrategias pedagógicas y participación comunitaria en el ecoturismo. Revista Environment & Technology, 5(2), 44–59. https://doi.org/10.56205/ret.5-2.3

Coles, T., H.C. Poland, R., & Clifton, J. (2015). Ecotourism in an Educational Context: Promoting Learning Opportunities Through Travel. Journal of Biological Education, 49(2), 213–217. https://doi.org/10.1080/00219266.2014.956484

Creswell, J. W. (2003). Creswell, J.W. (2003). Chapter One, “A Framework for Design.” Research Design Qualitative Quantitative and Mixed Methods Approaches. https://doi.org/10.3109/08941939.2012.723954

da Silva, A. E., Maracajá, K. F. B., Batalhão, A. C. S., Silva, V. F., & Borges, I. M. S. (2025). Ecotourism and Co-Management: Strengthening Socio-Ecological Resilience in Local Food Systems. Sustainability, 17(6), 2443. https://doi.org/10.3390/su17062443

Duque, J. C., García, G. A., Lozano‐Gracia, N., Quiñones, M., & Montoya, K. Y. (2023). Inequality and space in a highly unequal country: What does the literature tell us in the context of Colombia? Regional Science Policy & Practice, 15(9), 2065–2087. https://doi.org/10.1111/rsp3.12681

Edelsbrunner, P. A., Simonsmeier, B. A., & Schneider, M. (2025). The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies. Educational Psychology Review, 37(1), 4. https://doi.org/10.1007/s10648-024-09982-y

Ensiyawatin, A. Z., Sumarmi, & Astina, I. K. (2021). Development of Supplementary Contextual Teaching Materials Based on Ecotourism and Natural Resource Management. IOP Conference Series: Earth and Environmental Science, 747(1). https://doi.org/10.1088/1755-1315/747/1/012007

Estremera, M., & Mendoza-Sarmiento, M. A. (2024). Content validity and reliability of questionnaires: trends, prospects and innovation in the digital research epoch. 1, 1–13.

Evans, N. (Snowy), Stevenson, R. B., Lasen, M., Ferreira, J.-A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405–417. https://doi.org/10.1016/j.tate.2017.01.013

Everitt, B., Landau, S., Leese, M., & Stahl, D. (2011). An Introduction to Classification and Clustering (pp. 1–13). https://doi.org/10.1002/9780470977811.ch1

Florencio da Silva, R., Torres-Rivera, A. D., Alves Pereira, V., Regis Cardoso, L., & Becerra, M. J. (2023). Critical Environmental Education in Latin America from a Socio-Environmental Perspective: Identity, Territory, and Social Innovation. Sustainability, 15(12), 9410. https://doi.org/10.3390/su15129410

Gast, F., & Stevenson, P. R. (2020). Relative abundances of medium and large mammals in the Cueva de Los Guácharos National Park (Huila, Colombia). Biota Neotropica, 20(3). https://doi.org/10.1590/1676-0611-bn-2016-0305

Hartati, R. D., Abidin, A. A., Tamam, I. Y. B., & Junaenti, J. (2025). Implementation of the Project Strengthening Profile of Pancasila Students with Ecotourism Education in Ciletuh-Palabuhanratu UNESCO Global Geopark Area: A Case Study in Secondary School. Journal of Innovation in Educational and Cultural Research, 6(1), 1–8. https://doi.org/10.46843/jiecr.v6i1.1986

Huang, C. C., Li, S. P., Chan, Y. K., Hsieh, M. Y., & Lai, J. C. M. (2023). Empirical Research on the Sustainable Development of Ecotourism with Environmental Education Concepts. Sustainability (Switzerland), 15(13). https://doi.org/10.3390/su151310307

Jaramillo Neira, D. A., Cala-Vitery, F., & Poveda Aguja, F. A. (2025). Rural Education in Colombia: Adapting Quality Policies to Local Realities. Societies, 15(6), 159. https://doi.org/10.3390/soc15060159

Kang, E., & Hwang, H.-J. (2023). The Importance of Anonymity and Confidentiality for Conducting Survey Research. 1–7.

Khanra, S., Dhir, A., Kaur, P., & Mäntymäki, M. (2021). Bibliometric analysis and literature review of ecotourism: Toward sustainable development. Tourism Management Perspectives, 37. https://doi.org/10.1016/j.tmp.2020.100777

Lameed, A. A., Adesunloye, D. T., & Christopher, A. C. (2024). Perception and Awareness of Secondary Schools Students towards Ecotourism in Ibadan Metropolis, Oyo State, Nigeria. European Journal of Hospitality and Tourism Research, 12(1), 58–66. https://doi.org/10.37745/ejhtr.2013/vol12n15866

Lin, J.-H., Yang, S. C., & Lin, J.-Y. (2024). Fostering ecosystem understanding: The synergistic impact of inquiry-based instruction and information literacy. Computers & Education, 220, 105125. https://doi.org/10.1016/j.compedu.2024.105125

López-Sarasty, D. C., Olaya-Marín, E. J., & Molina Roa, J. A. (2024). La Naturaleza como Sujeto de Derechos: Revista Interamericana de Investigación Educación y Pedagogía RIIEP, 17(2), 349–375. https://doi.org/10.15332/25005421.10005

Mondino, E., & Beery, T. (2019). Ecotourism as a learning tool for sustainable development. The case of Monviso Transboundary Biosphere Reserve, Italy. Journal of Ecotourism, 18(2), 107–121. https://doi.org/10.1080/14724049.2018.1462371

Mudge, J. F., Baker, L. F., Edge, C. B., & Houlahan, J. E. (2012). Setting an Optimal α That Minimizes Errors in Null Hypothesis Significance Tests. PLoS ONE, 7(2), e32734. https://doi.org/10.1371/journal.pone.0032734

Näslund-Hadley, E., & Alonzo, H. (2024). Inequality, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. https://doi.org/10.18235/0013269

Norazlan, S. A., & Said, I. (2023). Understanding children’s preferences: developing ecological literacy in the village landscape. Journal of Adventure Education and Outdoor Learning, 23(4). https://doi.org/10.1080/14729679.2022.2027794

Oliveira, R. V. (2021). Type I and Type II Errors. In The Encyclopedia of Research Methods in Criminology and Criminal Justice (pp. 348–353). Wiley. https://doi.org/10.1002/9781119111931.ch70

Ordóñez-Vargas, L., Peralta Gonzalez, L. C., & Prieto-Rios, E. (2023). An Econcentric Turn in the Transitional Restorative Justice Process in Colombia. International Journal of Transitional Justice, 17(1), 107–122. https://doi.org/10.1093/ijtj/ijad003

Permadi, V. A., Tahalea, S. P., & Agusdin, R. P. (2023). K-MEANS AND ELBOW METHOD FOR CLUSTER ANALYSIS OF ELEMENTARY SCHOOL DATA. PROGRES PENDIDIKAN, 4(1), 50–57. https://doi.org/10.29303/prospek.v4i1.328

R Core Team. (2023). R: A language and environment for statistical computing.

Ranganathan, P., Caduff, C., & Frampton, C. M. A. (2024). Designing and validating a research questionnaire - Part 2. Perspectives in Clinical Research, 15(1), 42–45. https://doi.org/10.4103/picr.picr_318_23

Rodriguez-Gómez, W. F., Rodríguez Gómez, E. Y., & Gomez-Gonzalez, J. E. (2024). The Rural-Urban Student Performance Gap in Colombia. Desarrollo y Sociedad, 97, 59–75. https://doi.org/10.13043/DYS.97.3

Rodríguez-Piñeros, S., & Mayett-Moreno, Y. (2015). Forest owners’ perceptions of ecotourism: Integrating community values and forest conservation. AMBIO, 44(2), 99–109. https://doi.org/10.1007/s13280-014-0544-5

Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020). Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development and World Ecology, 27(5). https://doi.org/10.1080/13504509.2020.1721378

Stanciu, M., Popescu, A., Sava, C., Moise, G., Nistoreanu, B. G., Rodzik, J., & Bratu, I. A. (2022). Youth’s perception toward ecotourism as a possible model for sustainable use of local tourism resources. Frontiers in Environmental Science, 10. https://doi.org/10.3389/fenvs.2022.940957

Stevenson et al. (2013). International Handbook of Research on Environmental Education (R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals, Eds.). Routledge. https://doi.org/10.4324/9780203813331

Tilbury, & D. (2011). Education for sustainable development: an expert review of processes and learning.

Wickham, H., & Grolemund, G. (2023). R for Data Science: Visualize, Model, Transform, Tidy, and Import Data. In O’Reilly , 2.

Xiao, Z., Li, T. W., Karahalios, K., & Sundaram, H. (2023). Inform the Uninformed: Improving Online Informed Consent Reading with an AI-Powered Chatbot. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, 1–17. https://doi.org/10.1145/3544548.3581252

Licencia

Cómo citar

Murcia Soto, M. ., Olaya Marín, E. J., & Barrios Peña, M. I. (2025). Percepciones y limitaciones en la implementación del ecoturismo educativo en escuelas rurales.: evidencia del sur de Colombia.. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 19(1), 177-203. https://doi.org/10.15332/wq3kex64

Descargar cita

Almétricas

Métricas

Cargando métricas ...