Revisión sistemática de las barreras curriculares para la integración del ODS 15 en educación básica primaria
La incorporación curricular del ODS 15 en educación básica primaria posee limitaciones estructurales que no se han examinado sistemáticamente por la bibliografía más reciente en el tema. La presente revisión sistemática presenta las barreras que dificultan su implementación en términos educativos a nivel mundial, analizando los elementos como un sistema interdependiente de restricciones. El estudio sigue la metodología PRISMA basándose en una búsqueda sistemática de la bibliografía académica publicada entre los años 2022 y 2026 en bases de datos especializadas, tomando como criterio de inclusión la relevancia para los temas de interés. Así, se encuentran evidenciadas tres barreras estructurales interdependientes a nivel global en relación a la dimensión curricular y pedagógica de los ODS 15: falta de capacitación docente para implementar estrategias pedagógicas que apunten a alcanzar los ODS, desconocimiento de las instituciones educativas sobre los marcos regulatorios de sostenibilidad, y existencia de la brecha digital cognitiva como un elemento que debilita las prácticas pedagógicas tradicionales. Diferente a otros trabajos sobre estos mismos aspectos, este análisis muestra que son aspectos que funcionan dentro de un sistema que requiere soluciones curriculares integradas. Se concluye así que la transformación de la dimensión curricular de la implementación del ODS 15 depende de políticas de formación docente que estén permanentemente asociadas con estrategias para cerrar la brecha digital cognitiva.
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