Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español
Introduction: The cut-off low of October 29, 2024, in Valencia (Spain) has highlighted the urgent need to raise awareness and educate the population, especially school students, on natural hazards. In this context, it is essential to review the school curriculum to ensure an education that prepares...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/2381 |
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| author | Morote, Álvaro Olcina, Jorge Alfonso-Torreño, Alberto |
| author_facet | Morote, Álvaro Olcina, Jorge Alfonso-Torreño, Alberto |
| author_sort | Morote, Álvaro |
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| description | Introduction: The cut-off low of October 29, 2024, in Valencia (Spain) has highlighted the urgent need to raise awareness and educate the population, especially school students, on natural hazards. In this context, it is essential to review the school curriculum to ensure an education that prepares new generations to face the challenges arising from climate change. Methodology: This study analyzes the content related to natural hazards is addressed in the official Spanish curricula (Early Childhood Education, Primary Education, Compulsory Secondary Education, and Baccalaureate), based on the Royal Decrees in force since 2022. The objective is to identify which content is included, which Specific Competencies (SC) are addressed, and what pedagogical approach is applied (descriptive, preventive, or critical). Results and discussion: The results show a limited presence of these contents, especially in the early stages, and at times fragmented, with a predominance of descriptive approaches and little orientation toward prevention and critical reflection. Conclusion: The study concludes that education on natural hazards must be transversal, situated, and transformative, and that existing gaps and overlaps offer opportunities to strengthen territorial literacy and student resilience. |
| format | Digital |
| id | revistas.uan.edu.co-article-2381 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
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| spelling | revistas.uan.edu.co-article-23812026-06-18T07:52:59Z Diagnosis of the treatment of natural hazards in the Spanish school curriculum Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español Morote, Álvaro Olcina, Jorge Alfonso-Torreño, Alberto Riesgos naturales currículo escolar educación ecosocial resiliencia España Natural hazards school curriculum ecosocial education resilience Spain Introduction: The cut-off low of October 29, 2024, in Valencia (Spain) has highlighted the urgent need to raise awareness and educate the population, especially school students, on natural hazards. In this context, it is essential to review the school curriculum to ensure an education that prepares new generations to face the challenges arising from climate change. Methodology: This study analyzes the content related to natural hazards is addressed in the official Spanish curricula (Early Childhood Education, Primary Education, Compulsory Secondary Education, and Baccalaureate), based on the Royal Decrees in force since 2022. The objective is to identify which content is included, which Specific Competencies (SC) are addressed, and what pedagogical approach is applied (descriptive, preventive, or critical). Results and discussion: The results show a limited presence of these contents, especially in the early stages, and at times fragmented, with a predominance of descriptive approaches and little orientation toward prevention and critical reflection. Conclusion: The study concludes that education on natural hazards must be transversal, situated, and transformative, and that existing gaps and overlaps offer opportunities to strengthen territorial literacy and student resilience. Introducción: las lluvias torrenciales del 29 de octubre de 2024 de Valencia (España) han puesto de manifiesto la necesidad urgentedeconcienciaryformaralapoblación,enespecialal alumnado escolar en materia de riesgos naturales. En este contexto, resulta imprescindible revisar el currículo escolar para garantizar una educación que prepare a las generaciones futuras frente a los retos derivados del cambio climático. Metodología: este estudio analiza, para el caso español, el tratamiento de los contenidos vinculados con los riesgos naturales en los currículos oficiales (Educación Infantil, Primaria, Secundaria Obligatoria y Bachillerato), a partir de los reales decretos vigentes desde 2022. El objetivo es identificar qué saberes básicos se incluyen, qué competencias específicas (CE) se trabajan y qué enfoque pedagógico se les otorga (descriptivo, preventivo o crítico). Resultados y discusión: los resultados evidencian una presencia limitada de estos contenidos, en especial en las primeras etapas y, en ocasiones, fragmentada, con predominio de enfoques descriptivos y una escasa orientación hacia la prevención y reflexión crítica. Conclusiones: se concluye que la educación en riesgos debe ser transversal, situada y transformadora, y que existen vacíos y solapamientos que ofrecen oportunidades de mejora para fortalecer la alfabetización territorial y la resiliencia del alumnado. UNIVERSIDAD ANTONIO NARIÑO 2026-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2381 10.54104/papeles.v18n35.2381 Papeles; Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026) Papeles; Vol. 18 Núm. 35 (2026): Volumen 18 número 35 (Enero - julio, 2026) Papeles; v. 18 n. 35 (2026): Volume 18, edição 35 (janeiro - julho, 2026) 2346-0911 0123-0670 10.54104/papeles.v18n35 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2381/1839 Copyright (c) 2026 Álvaro Morote, Jorge Olcina, Alberto Alfonso-Torreño https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Riesgos naturales currículo escolar educación ecosocial resiliencia España Natural hazards school curriculum ecosocial education resilience Spain Morote, Álvaro Olcina, Jorge Alfonso-Torreño, Alberto Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title | Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title_alt | Diagnosis of the treatment of natural hazards in the Spanish school curriculum |
| title_full | Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title_fullStr | Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title_full_unstemmed | Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title_short | Diagnóstico del tratamiento de los riesgos naturales en el currículo escolar español |
| title_sort | diagnostico del tratamiento de los riesgos naturales en el curriculo escolar espanol |
| topic | Riesgos naturales currículo escolar educación ecosocial resiliencia España Natural hazards school curriculum ecosocial education resilience Spain |
| topic_facet | Riesgos naturales currículo escolar educación ecosocial resiliencia España Natural hazards school curriculum ecosocial education resilience Spain |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2381 |
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