Promoción del Conocimiento y Reflexión de la Relación entre la Bioética, el Neuroconstructivismo y el Cambio Climático en Estudiantes de Licenciatura

Climate change is a complex phenomenon whose understanding requires educational approaches that integrate environmental, ethical, and cognitive dimensions. Within university-level environmental education, there are persistent gaps related to the incorporation of interdisciplinary perspectives that allow its implications to be addressed beyond traditional technical approaches. This article presents a case study aimed at analyzing an educational intervention designed to promote knowledge and reflection on the relationship between bioethics, neuroconstructivism, and climate change among undergraduate students enrolled in the Bachelor’s Degree in Environmental Sciences for Urban Areas at Universidad Nacional Rosario Castellanos. The intervention consisted of the design and implementation of a five-session training workshop that combined theoretical foundations, participatory activities, and spaces for collective reflection. To assess its impact, exploratory and final questionnaires with open-ended questions were applied, and the data were analyzed through qualitative coding. The findings reveal a high level of student interest in the topics addressed, as well as a positive evaluation of the workshop’s usefulness for academic and professional development. Additionally, the acquisition of new concepts and the strengthening of skills related to interdisciplinary analysis of environmental issues were identified. The study highlights the relevance of integrating bioethics and neuroconstructivism as complementary approaches in university environmental education.