DÍAZ-DEL ÁGUILA, HILDA ROCÍO,DÍAZ-DEL ÁGUILA, FABRICIO,REYES MAURICIO, EDGAR SAUL,HUARANGA RIVERA, HERBERT VÍCTOR,GUERRERO MEZA, NARDA
DOI: https://doi.org/The research analyzed the implementation of environmental policy as a core element of the curriculum in initial teacher training at a teacher training college in Lima in 2025. Using a qualitative approach and case study design, 26 key actors participated, including teachers, students, and specialists. Through semi-structured interviews and analysis with Atlas.ti, five subcategories were identified: conception and regulations, curriculum articulation, pedagogical practices, facilitating factors and barriers, and perceived impacts. The findings revealed partial implementation, based on individual efforts rather than a solid institutional strategy. There was evidence of limited regulatory knowledge, limited environmental practices, and obstacles such as lack of training, resources, and leadership. Although positive impacts are recognized, they are incipient. The study concludes that it is necessary to strengthen the articulation between regulations, curriculum, pedagogy, and evaluation through training strategies, sustainable curriculum redesign, and clear institutional policies that ensure the effective integration of the environmental approach in teacher training.
