Waving a Green Future: Environmental Education in Madrid

Laura Calzón Sancho

This report studies the landscape of environmental education in Madrid, exploring how the city addresses ecological challenges through teaching. From school initiatives to student projects, we will examine how Madrid shapes future generations committed to sustainability. We will reveal the progress, challenges, and the importance of integrating sustainability into the Madrid educational system.

In the Community of Madrid, there is a network of sustainable schools comprised of Primary and Secondary Education centers. Within these institutions, Environmental Projects and Action Plans are implemented, engaging the educational community in achieving environmental, social, and economic sustainability goals. 

The RESM Program is developed by the Environmental Education Program of the Directorate General of Innovation, Scholarships, and Education Assistance of Education’s Ministry. This program emphasizes the training aspect for teachers over the first three years, as well as the integration of these environmental plans into educational projects and classroom programming.

Furthermore, it is important to mention the “Educate Today for a More Sustainable Madrid” program. It is part of the environmental initiatives’ set promoted by the City Council of Madrid, aiming to enhance the school, local and global environment and transform the city into a sustainable urban ecosystem and with a high quality of life. 

The main objectives of this program are:

1. Enhance sustainable management of the institution.
2. Integrate sustainability and environmental education into the school curriculum and activities.
3. Encourage participation from the entire educational community.
4. Foster the relationship between the institution and the educational community with its surroundings, neighborhood, and the city.
5. Collaborate within a network with other educational institutions that promote sustainability.

In this way, educational institutions can choose to develop their projects in one of the following themes: 

• Consumption and natural resources
• Sustainable mobility
• Public space and intervention in the school environment.

To carry out the projects, the following dynamics are followed:

1. They establish an environmental committee comprised of representatives from the educational community, with students taking a leading role and becoming ambassadors for sustainability.

2. They design and implement an action plan, following a prior socio-environmental diagnosis. It includes developing communication and awareness actions for the entire educational community, as well as initiatives to enhance the sustainability of the institution itself (e.g., promoting active mobility, conserving resources such as water or energy, providing menus with more fruits and vegetables, improving recycling, optimizing the layout of playground or school surroundings, and so on)

An example of the activities within the “Educate Today for a More Sustainable Madrid” program is the one that took place on December 12th, an event focused on cyclist training aimed at teachers and family members who accompany students on bicycles and bike buses.

This training was delivered by Mobility Agents at their facilities in Casa de Campo and it was attended by teachers from all primary and secondary schools that have begun participating in the STARS Project this academic year.

The morning was divided into three training segments:

1. An initial theoretical session where teachers could address questions about the new Mobility Ordinance of Madrid and received numerous tips for safely and responsibly navigating roads with their students.

2. A second segment focused on cycling skills, involving a circuit prepared by the police department. Participants demonstrated their cycling proficiency, enjoying themselves as they maneuvered through roundabouts, zigzags, signaled left and right turns, accelerated and braked, avoided obstacles, and even participated in a slow race.

3. The final part of the morning involved the eagerly awaited on-road experience, where everything learned was put into practice.

For 3 hours, attendees underwent the same training that their students will receive throughout the academic year. This training will enable teachers to replicate the knowledge in their schools for their colleagues and family members. Additionally, it helped them feel more confident on the bicycle when leading bike rides and bike buses.

In essence, Madrid’s proactive and holistic approach to environmental education, exemplified by sustainable school networks, dedicated programs and hands-on training initiatives, underscores the city’s commitment to cultivating a sustainable, environmentally conscious future for its citizens. This report serves not only as a documentation of ongoing efforts but also as a testament to Madrid’s vision of fostering a generation well-equipped to tackle the environmental challenges of tomorrow, thus contributing to a greener, more sustainable world.