<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2422-4200</journal-id>
<journal-title><![CDATA[Revista Logos Ciencia & Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. logos cienc. tecnol.]]></abbrev-journal-title>
<issn>2422-4200</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2422-42002025000100217</article-id>
<article-id pub-id-type="doi">10.22335/rlct.v17i1.2021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación ambiental: aportes de la psicología ambiental para el diseño de intervenciones efectivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental education: Contributions of environmental psychology to the design of effective interventions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação ambiental: contributos da psicologia ambiental para a concepção de intervenções eficazes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval-Escobar]]></surname>
<given-names><![CDATA[Marithza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Ramírez]]></surname>
<given-names><![CDATA[Juan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundación Universitaria Konrad Lorenz  ]]></institution>
<addr-line><![CDATA[Bogotá D.C. ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>217</fpage>
<lpage>232</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2422-42002025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2422-42002025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2422-42002025000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de reflexión explora la brecha entre la psicología ambiental y la educación ambiental (EA), argumentando que su ruptura conceptual ha retrasado el desarrollo de intervenciones efectivas para promover el comportamiento sustentable. Se destaca la necesidad de integrar conceptos y evidencias para transformar la EA de manera que abarque el contexto escolar e institucional, y de manera integral, que considere los diversos contextos psicológicos, sociales, económicos, políticos y culturales relacionados con las consecuencias del comportamiento proambiental. El documento analiza cómo la psicología ambiental, desde sus inicios en el estudio de la interacción persona-ambiente, ha evolucionado hacia un enfoque más experiencial y simbólico, abordando el comportamiento proambiental. La EA, por su parte, se ha desarrollado con diversas tendencias pedagógicas y filosóficas, desde la transmisión de contenidos hasta la promoción de valores. El texto discute la importancia de comprender los determinantes del comportamiento en el contexto real, más allá de las actitudes y creencias. Finalmente, se enfatiza la necesidad de integrar los avances de la psicología ambiental en la EA, para diseñar intervenciones efectivas que promuevan el cambio de comportamiento hacia la sostenibilidad]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This reflective article examines the gap between environmental psychology and environmental education (EE), arguing that their conceptual disconnect has delayed the development of effective interventions to promote sustainable behavior. The article underscores the need to integrate concepts and evidence to transform EE into a comprehensive approach that not only addresses school and institutional contexts but also considers the psychological, social, economic, political, and cultural factors influencing pro-environmental behavior. The discussion traces how environmental psychology, rooted in the study of person-environment interactions, has evolved into a more experiential and symbolic approach to understanding and fostering pro-environmental behavior. On the other hand, EE has followed various pedagogical and philosophical trajectories, ranging from content transmission to the cultivation of values. The article emphasizes the importance of understanding real-world behavioral determinants, extending beyond attitudes and beliefs. It concludes by highlighting the necessity of incorporating advancements from environmental psychology into EE to design effective interventions that drive meaningful behavior change toward sustainability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de reflexão explora a lacuna entre a psicologia ambiental e a educação ambiental (EA), argumentando que a sua rutura conceptual atrasou o desenvolvimento de intervenções eficazes para promover comportamentos sustentáveis. Destaca a necessidade de integrar conceitos e evidências para transformar a EA de uma forma que abranja o contexto escolar e institucional, e de uma forma holística que considere os diversos contextos psicológicos, sociais, econômicos, políticos e culturais relacionados com as consequências do comportamento pró-ambiental. O documento discute a forma como a psicologia ambiental, desde os seus primórdios no estudo da interação pessoa-ambiente, evoluiu para uma abordagem mais experimental e simbólica do comportamento pró-ambiental. Ainda a EA, desenvolveu-se com diversas tendências pedagógicas e filosóficas, desde a transmissão de conteúdos à promoção de valores. O texto discute a importância de compreender os determinantes do comportamento no contexto real, para além das atitudes e crenças. Por fim, salienta a necessidade de integrar os avanços da psicologia ambiental na EA, de modo a conceber intervenções eficazes que promovam a mudança de comportamentos no sentido da sustentabilidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[psicología ambiental]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental (EA)]]></kwd>
<kwd lng="es"><![CDATA[intervenciones educativas]]></kwd>
<kwd lng="es"><![CDATA[efectividad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[comportamiento sustentable]]></kwd>
<kwd lng="en"><![CDATA[environmental psychology]]></kwd>
<kwd lng="en"><![CDATA[environmental education (EE)]]></kwd>
<kwd lng="en"><![CDATA[educational interventions]]></kwd>
<kwd lng="en"><![CDATA[effectiveness]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[sustainable behavior]]></kwd>
<kwd lng="pt"><![CDATA[psicologia ambiental]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[intervenções educacionais]]></kwd>
<kwd lng="pt"><![CDATA[eficácia]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[comportamento sustentável]]></kwd>
</kwd-group>
</article-meta>
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