Integración de huertos escolares como estrategia didáctica para fortalecer el aprendizaje sobre ecosistemas y sostenibilidad en estudiantes de Educación Básica.

This article presents a thesis project that contributes to the educational field by promoting the sustainable construction of school gardens as social laboratories for experiencing curricular learning related to ecosystems and sustainability. The approach is based on problem-solving and aims to transform an educational system through critical diagnosis and the proposal of alternatives. The study recognizes the urgent need for active, situated, and interdisciplinary pedagogies that enable children to interpret and respond to socio-environmental phenomena from a critical and practical perspective. A mixed-methods research design was employed, specifically a quasi-experimental model combining quantitative methods (academic performance assessments and surveys) with qualitative techniques (participant observation and teacher interviews), applied before and after the integration of the school garden as a pedagogical resource. The intervention was carried out through project-based learning, scientific inquiry, and collaborative activities focused on local ecosystems, responsible use of natural resources, and sustainable decision-making. The findings show that students improved their ecological knowledge, systems thinking, and ability to tackle complex environmental challenges. Additionally, cross-cutting skills such as autonomy, environmental responsibility, and socio-emotional abilities were strengthened. In terms of its contribution to education, the results confirm that school gardens support systemic educational transformation by aligning curriculum, context, and sustainability, leading to more meaningful, inclusive, and future-oriented teaching. The article concludes that the school garden proved to be an effective, feasible, and replicable didactic strategy to enhance environmental education and holistic development in basic education.