Environmental Literacy and Its Impact on Sustainable Pedagogical
Behaviors of Basic Education Teachers, Lima-Peru
MELBA RITA VÁSQUEZ TOMÁS, JUDITH SOLEDAD YANGALI VICENTE
MARUJA DIONISIA BALDEÓN DE LA CRUZ, DELSI MARIELA HUAITA ACHA
Universidad Norbert Wiener
PERÚ
Abstract: - Environmental literacy is the ability to perceive environmental conditions, become aware, make
decisions and carry out actions to reestablish balance in the living environment and, through sustainable
behaviors, protect the environment, guaranteeing the quality of life of people. The purpose of the study was to
determine the incidence of environmental literacy in the sustainable pedagogical behaviors of basic education
teachers. The research was carried out under a quantitative approach with the participation of 650 teachers from
private and state schools in Metropolitan Lima, who, through the survey technique and instruments such as the
questionnaire and the behavior scale, were able to determine their predominant level of literacy, as well as the
type of sustainable pedagogical behavior. The results indicate that 385 teachers (59.23%) have a medium level
of literacy, while 503 teachers (77.08%) have very adequate sustainable behaviors, concluding that
environmental literacy has a 21% impact on the sustainable pedagogical behaviors of teachers.
Key-words: - Environmental literacy, sustainable behaviors, environmental education, environmental culture,
environmental attitudes, ecological awareness.
Received: July 25, 2021. Revised: May 18, 2022. Accepted: June 9, 2022. Published: June 23, 2022.
1 Introduction
Environmental education aims to enable teachers to
understand environmental problems over time
(Álvarez & Vega, 2009) [1], and to develop
environmental awareness related to the set of
knowledge and experiences that they will use to
responsibly interact with the environment (Aguilar
& García, 2006) [2]. Cited by Lopera (2019),
Goldman et al. specify that an environmentally
literate person is prone to tackle environmental
conflicts with responsibility, commitment, and
respect for life and the sustainable development of
natural systems, as shown by their skills, attitudes,
and knowledge. In turn, [3]. Poblete & López
(2019) define sustainable behaviors as actions put
into practice for the protection and responsible use
of environmental resources, ensuring their
sustainability [4]. Accordingly, teachers must
enhance their environmental values, such as respect,
co-responsibility, solidarity, austerity, empathy,
sensitivity, collaborative work, initiative, and
environmental participation for a sustainable
lifestyle.
In this context, this research is considered relevant
because teachers, responsible for educating students,
should be the first to demonstrate and put into
practice their sustainable behaviors in the natural
environment. However, valuing and acting to
protect the environment requires knowing how
socio-ecological systems function and the various
relationships around resources available for life and,
above all, understanding the causes of the problems
that affect these systems (Ostrom, 2009 cited in
Urquiza & Cadenas, 2015) [5], thereby reaching an
acceptable level of environmental literacy. Teacher
training institutions must commit to provide a solid
environmental education that strengthens the values
and behaviors of environmentally literate teachers
(Yangali et al., 2021) [6].
This quantitative research was conducted based on a
correlational-causal analysis. The purpose of the
study was focused on evaluating the level of
incidence of environmental literacy on the
sustainable pedagogical behaviors of teachers in
private and public schools in the city of Lima. The
study showed the impact of environmental literacy
on teachers’ sustainable pedagogical behaviors and
their importance as factors for developing students’
environmental attitudes. Data were collected by
applying two instruments, one to assess literacy in
its nominal, operational, and functional dimensions,
and another to measure sustainable pedagogical
behaviors of 650 early childhood, primary, and
secondary education teachers from both private and
public schools in the metropolitan area of Lima. The
results demonstrated the teachers’ levels of
environmental literacy in these categories and the
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
856
Volume 18, 2022
percentage of influence and their assessment as
essential factors for environmental education.
2 Literature Review
2.1 Environmental Literacy
For Roth (1992), environmental literacy is defined
as the ability of an individual to perceive and
interpret problems of the environment and its
systems toward taking the actions necessary for
maintaining, restoring, or improving the health of
these systems [7]. A person knowledgeable about
environmental issues is aware and able to make
decisions to provide alternatives for improving the
environment and solutions to the problem of
ecological systems. Thus, such a person has
adequate environmental literacy.
Ecological literacy is a way to develop emotional
and social intelligence from the construction of
knowledge and values, in addition to enhancing
people's skills, allowing their connection with nature
(Aranda, 2015) [8]. For his part Capra (1996),
defines deep ecology as a paradigm based on a
holistic view of the world, where the individual
establishes a connection with nature through his
values and experiences conceiving a feeling of
protection that is evidenced in his actions and
behaviors [9]. For Capra, an ecologically literate
individual is one who understands the principles of
organization that govern ecosystems and that are
essential to generate sustainable communities. In
Parra's (2018) interpretation these principles are
fundamental to build sustainable societies based on:
(a) Interdependence, where the organisms that are
part of the environment are connected, in such a
way that survival depends on the relationships
established between them. In a sustainable
community this principle ensures biodiversity and
availability of resources. (b) Recycling; nature
being cyclical and the constant use of matter and
energy generates wastes that are used by organisms
in a natural way, this principle is practiced in society
because of the need to obtain a benefit, while
counteracting pollution by reducing waste. (c)
Association; this principle leads us to the reflection
of using the available resources in a conscious and
responsible way, promoting the participation of
human beings to regenerate and avoid excessive
consumerism. (d) Flexibility; organisms are capable
of generating mechanisms of adaptation to diverse
environments; however, failure to adapt to a given
context generates conflicts and stress for the
individual, impacting and limiting their sustainable
lifestyle. (e) Diversity; a diverse ecosystem is
resilient, because it is able to reorganize itself to
survive, a diverse human community has the
strength to face conflict situations, adapt and
propose alternative solutions [10].
Segura, Rodríguez & Esquivel (2015) point out that
environmental literacy should be understood from
the following three dimensions, which individuals
should put into practice in their daily work [11]: (a)
nominal, where human beings are able to understand
interactions in natural and social systems while
putting into practice reflection, awareness,
conscience, and attitudes, demonstrating respect and
responsibility for the environment, (b) functional,
where individuals are involved with natural systems,
and their knowledge on environmental issues
prepares them to recognize problematic situations
and to face environmental issues, and (c)
operational, where teachers must be able to assess
the impact of environmental problems on natural
and social systems, demonstrating their commitment
to changing and improving these systems by
proposing and taking actions to safeguard the
environment [11].
This entails that teacher literacy begins in their
initial training stage, which means aligning the
curriculum with the professional profile in order to
have committed and responsible teachers (Cebrián
& Junyent, 2014) [12].
2.2 Sustainable Behavior
Sustainable behavior is regarded as effective and
expected actions taken to preserve natural resources
and biodiversity ensure future generations’
individual and social well-being (Corral-Verdugo &
Queiroz, 2004) [13]. As pedagogical leaders and
facilitators of knowledge, teachers should be models
of sustainable pedagogical behaviors in the school,
demonstrating, through their actions, their concern
and interest in conservation and responsible
consumption of resources, which ensures the
balance of the various systems that interact in
natural ecosystems. Gonzáles & Bonan, (2017)
define environmental behaviors as conscious
behaviors that people practice to establish
relationships between social and natural systems
with the purpose of generating balanced
environments [14].
Psychology establishes the relationship between
knowledge and behavior, where the human being by
his rationality assumes certain social behaviors
product of the information and beliefs he has of a
context, but this relationship is mediated by the
attitudes and consciousness of the individual
(Fishbein & Ajzen, 2011) [15]. In the model of
responsible environmental behavior proposed by
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
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Hines, Hungerford & Tomera (1987), they point out
that individual responsibility, commitment,
individual expectation to achieve a goal through
their actions and knowledge are factors for adopting
sustainable behavior [16].
For their part, Stern et al. (1999) established the
theory of the value-belief-norm of
environmentalism, where it is established that
environmental problems are considered by many as
intolerable situations that provoke a reaction and
that, associated with their values and beliefs,
motivate diverse environmental behaviors in the
individual [17]. For authors such as Kollmuss &
Agyeman (2002), attitudes, values, knowledge and
the emotional bond constitute environmental
awareness. However, personal habits can become
obstacles to environmental action [18]. In Wagner's
proposal (2003), the individual's knowledge is a
necessary factor that directly influences the adoption
of behaviors, although it is not considered a
determining factor [19]. In short, the more
significant knowledge is for the individual, the more
he or she will be able to act and commit to achieve a
favorable outcome.
For authors such as Díaz & Spiaggi (2007),
behaviors have the following dimensions: (a)
ecological, when individuals show respect for
resources and are aware of the need to produce in
natural ecosystems to avoid the extinction of
biodiversity; (b) social, when ensuring that justice
and equity are the pillars of sustainability and that
humans are responsible for the equitable distribution
of environmental resources; (c) economic, when the
state seeks to meet the needs of the population based
on resources available in the environment; and (d)
political, when encouraging the participation of
neighbors and residents in decision-making and
resource management actions [20]. Other authors,
including Corral (2010), regard the dimensions of
fairness, altruism, and austerity of sustainable
behaviors as characteristics that all environmentally
literate individuals demonstrate in their daily lives
[21]. Acting with equity ensures that others have
access to natural resources without any preference,
whereby resource sustainability should meet current
needs without neglecting those of future generations
(Artaraz, 2002) [22]. An altruistic teacher acts in
caring for the social and physical environment,
helping to solve problems, and contributing to the
benefit of others (Eisenberg & Miller, 1987) [23].
Austerity is defined as the responsible use of
resources while avoiding waste, strengthening a
prudent ecological behavior that benefits the planet.
Population growth and technological advances have
contributed to the development of consumer
behaviors, generating excessive use, waste of
environmental resources, and, therefore,
environmental deterioration. As a result, a new
perspective has emerged, a simple lifestyle
involving responsible environmental consumption
(Iwata, 2006) [24].
2.2.1 Types of Sustainable Behaviors
Herrera-Mendoza et al. (2016), argue that achieving
sustainable lifestyles means practicing pro-
ecological behaviors, which mitigate environmental
pollution [25]. Accordingly, consuming ecological
products, recycling, saving energy and water,
composting, caring for the soil and its components,
generating living spaces (green areas), and reusing
materials, among others, are some of the behaviors
that teachers should demonstrate in their
pedagogical practices and their work with students.
In conclusion, sustainable or pro-ecological
behaviors stem from the ability to make decisions
and take actions of conservation, care, and
preservation of the environment that strengthen pro-
environmental attitudes (Vásquez et al., 2020) [26].
For Moyano & Jiménez (2005), pro-ecological
behaviors can be differentiated into individual
actions, such as saving resources, separating waste,
and consuming non-harmful products, into
collective actions, including collaborating on any
manifestation of environmental protection [27].
In the study conducted by Perales & Aguilera
(2018) in university students with training in
education, it was found that their adequate favorable
behaviors prevailed in 57% over 43% of
environmentally unfavorable behaviors, which
allows concluding that they are in the process of
improving their behavior with respect to
consumption, saving and protection of their
environment by assuming commitments in their
lifestyle [28].
3 Methodology
This research of quantitative approach non-
experimental design and correlational-causal level
had the purpose of determining the percentage of
incidence of environmental literacy in the
sustainable pedagogical behaviors of basic
education teachers in Lima-Peru. The hypothetico-
deductive method was used to test the hypotheses
and reach conclusions that would contribute to
expanding knowledge in this field (Sánchez &
Reyes, 2018) [29]. The collection of information
was carried out from the application of two
instruments, a structured questionnaire in the
dimensions of nominal, operational and functional
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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Volume 18, 2022
literacy. In addition to a test to measure the level of
sustainable pedagogical behaviors of the 650
teachers belonging to early, primary and secondary
education of private and public schools of the Local
Educational Management Units (UGEL) of Lima.
4 Results and Discussion
With the data collected from the group of teachers
surveyed in this study, a descriptive and inferential
analysis was performed using linear regression,
determining the causal relationship between two
variables, environmental literacy, and sustainable
pedagogical behaviors.
Table 1. Distribution levels of environmental
literacy (EL) dimensions
Low
Medium
High
n
%
n
%
n %
Nominal EL
109
16.77
385
59.23
156
24.00
Functional EL
20
3.08
127
19.54
503
77.38
Operational EL
80
12.31
413
63.54
157
24.15
Source: the author
The descriptive results in Table 1 show that, of the
650 basic education teachers surveyed in this study,
385 or 59.23% have a medium level of nominal
environmental literacy, indicating that this group of
teachers is aware of the different natural systems
and anthropogenic impact. In addition, 413 or
63.54% of the teachers have a medium level of
operational environmental literacy, meaning that
this percentage of teachers work with their students
on the analysis and reflection of the effects and
damages caused by environmental imbalances. They
also motivate their students and involve them in
actions to preserve their immediate environment.
Another key result is that 77.38% of the respondents
have a high level of functional environmental
literacy. That is, in addition to learning about
environmental issues, teachers plan and execute
learning experiences and environmental projects
with proposals for actions aimed at strengthening
the culture of recycling, the generation of living
spaces (green areas) in the school and locality,
among other environmental conservation activities,
with the purpose of developing students' ecological
awareness.
Fig. 1: Distribution levels of environmental literacy
Figure 1. shows the level of environmental literacy
reached by the teachers surveyed after completing
the questionnaire, the results showed that 10.5%
reached a low level, 36.5% a medium level and
53.1% a high level in the knowledge of
environmental issues.
Fig. 2: Levels of distribution of the dimensions of
sustainable pedagogical behaviors
Figure 2 shows that of the total of 650 teachers
surveyed, the highest values were reported as very
adequate in the following dimensions: ecological
48%, social 77.38%, economic 75.08% and political
77.23%. This means that teachers demonstrate
ecological behavior by being responsible for
generating resources to ensure biodiversity in
natural systems. A social behavior because they
assume a commitment to sustainable consumption in
their environment. Economic because they respect
the policies implemented by the state for the
conservation of ecosystems. Political because they
participate as citizens in decision making and
actions in favor of the environment.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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Volume 18, 2022
Fig. 3: Levels of sustainable pedagogical behaviors
The results shown in figure 3 are favorable for the
environmental education of students, considering
that the teacher plays the role of tutor and is
responsible for reinforcing values and attitudes.
67.4% of the teachers surveyed stated that they have
very adequate sustainable pedagogical behavior,
demonstrating it by practicing recycling, product
reuse, energy and water saving, among other
activities that benefit the environment.
Table 2. Environmental literacy impact on
sustainable pedagogical behaviors
Model
Log Likelihood -2
Chi-squared
gl
Sig
Only intersection
172.962
Final
55.819
117.143
2
0,000
Link function: Logit
This value represented in table 2 shows that
environmental literacy has a significant impact on
the sustainable pedagogical behaviors of teachers at
the three levels of basic education in Lima. These
results reveal that teachers who master
environmental knowledge and recognize the
problems generated by human activities are in a
position to propose alternative solutions and
participate in activities to mitigate the effects of
environmental deterioration in their locality.
Table 3. Level of environmental literacy impact on
sustainable pedagogical behaviors
Cox and Snell
0.165
Nagelkerke
0.210
McFadden
0.117
Link function: Logit
The results in table 3 indicate that environmental
literacy influences 21% of the sustainable
pedagogical behaviors of basic education teachers,
this would reveal that there is a high percentage of
teachers who consider that the cognitive domain of
environmental issues is not relevant to develop
sustainable behaviors in students.
Table 4. Nominal literacy on sustainable
pedagogical behaviors
Model Log Likelihood -2 Chi-squared gl Sig.
Only
intersection 55.667
Final 32.093 23.574 2 0.000
Link function: Logit.
The values obtained in the surveys suggest that the
nominal literacy dimension has a significant impact
on the sustainable pedagogical behaviors of basic
education teachers. Respondents consider that
knowledge on topics related to ecosystems,
biodiversity and pollution are relevant to understand
the chaotic environment around us and consequently
develop sustainable lifestyle activities (see table 4).
Table 5. Level of nominal literacy impact on
sustainable pedagogical behaviors
Cox and Snell
0.036
Nagelkerke
0.045
McFadden
0.023
Link function: Logit.
According to the Nagelkerke value represented in
Table 5, the nominal literacy dimension influences
4.5% of sustainable pedagogical behaviors. The
percentage of teachers in this group are clear that
environmental knowledge, skills and attitudes are
important to implement appropriate and sustainable
behaviors to improve their quality of life and the
ecosystem. These results obtained should be
analyzed and reflected upon by other teachers,
considering that they are responsible for training
people with sustainable behaviors that guarantee the
survival of living beings and ecosystems.
Table 6. Functional literacy on sustainable
pedagogical behaviors
Model
Log Likelihood -2
Chi-squared
gl
Sig.
Only
intersection
151.031
Final
27.427
123,604
2
0,000
Link function: Logit.
In the table 6, the significance value shows that the
functional literacy dimension has an impact on the
sustainable pedagogical behaviors of teachers at
three levels of basic education in the city of Lima.
This confirms that the interaction between literacy
and environmental practice should be part of the
professional training of future teachers.
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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Table 7. Level of functional literacy impact on
sustainable pedagogical practices
Cox and Snell
0.173
Nagelkerke
0.220
McFadden
0.123
Link function: Logit.
The Nagelkerke value shows in table 7 that the
functional literacy dimension affects 22% of the
sustainable pedagogical behaviors of basic
education teachers. These results would reveal the
connotation given by teachers to execute
educational experiences related to environmental
issues, develop projects and mobilize people. In
addition, they face the challenge of changing
students' attitudes and behaviors, especially when
they are faced with schoolchildren with a weak
formation in values.
Table 8. Operational literacy on sustainable
pedagogical behaviors
Model
Log Likelihood -2
Chi-squared
gl
Sig.
Only intersection
62.346
Final
36.677
25,669
2
0.000
Link function: Logit.
The values in table 8 confirm that the operational
literacy dimension has an impact on sustainable
teaching behaviors and that teachers agree to
participate in conservation activities and to carry out
environmental educational experiences to reinforce
their sustainable teaching behavior in the classroom.
Table 9. Level of operational literacy impact on
sustainable pedagogical behaviors
Cox and Snell
0.039
Nagelkerke
0.049
McFadden
0.026
Link function: Logit.
4.9% of the respondents consider that the
operational literacy dimension influences the
sustainable pedagogical behaviors of teachers in
educational institutions in Lima. The results in table
9 confirm that the respondents know the problems,
the causes and the actors responsible for
environmental impact, all of which commits them to
participate in the benefit and protection of the
environment. However, the values obtained lead us
to reflect on the need to consolidate a solid
environmental education that should be assumed by
teacher training institutions and basic education
curricula.
5 Discussion
The environmental problems of the environment
require immediate involvement of society to reduce
their impact and the irreparable loss of biodiversity.
In this sense, teachers are the first to assume the
challenge of becoming responsible for providing
environmental education based on meaningful
learning experiences that awaken their students'
interest in environmental conflicts in their
environment. In this sense, the results obtained in
the study suggested that environmental literacy
(E.L.) has an impact on a certain percentage of the
sustainable pedagogical behaviors of basic
education teachers in Lima-Peru. These findings
reinforce the model of responsible environmental
behavior advocated by Hines, Hungerford &
Tomera (1987), where knowledge of nature,
personal commitment, the value of individual
responsibility, skills to act and face adverse
situations, are indicators of environmental behaviors
that teachers are expected to develop since their
initial training and strengthen with their pedagogical
practice.
The study revealed that there is a percentage of
incidence of nominal, operational and functional
literacy in the pedagogical behaviors from the
perception of the surveyed teachers. Agreeing with
the findings of Alarcón & Lorente (2019) who point
out that the variables knowledge and behavior
maintain a positive relationship in the individual in
front of a circumstantial context. In addition, the
theoretical contributions of Fishbein & Ajzen (2011)
ensure that there is a direct relationship between
knowledge and behavior, this they explain based on
the conception that the social behaviors of human
beings are the product of the information they
receive from their environment, causing concern and
interest that lead them to act in their environment
and therefore adopt environmental behaviors. The
contributions of these authors and the results found
lead us to reflect on the need to strengthen the
teacher's level of environmental literacy based on
the mastery of information in this thematic field,
which allows him/her to understand environmental
problems in order to act and adopt sustainable
behaviors to be put into practice in his/her daily life
and at school. This analysis responds to the
contribution of Baber and Mourshed (2007), who
argue that the degree of training and professional
quality of the teacher contribute to the development
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DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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of skills, attitudes and values in students. For
O'Neill, et al. (2020) developing environmental
literacy means putting into practice field-based
experiential learning that will awaken commitment
and interest in acting in environments that have lost
their ecological balance affected by environmental
pollution [32]. For this reason, it is recommended
that environmental education be worked under this
model in teacher training centers ensuring the
acquisition of sustainable behaviors of future
education professionals.
6 Conclusions
Environmental literacy has an impact of 21% on
sustainable pedagogical behaviors in basic
education teachers; this percentage obtained allows
us to ensure that respondents consider that mastery
of environmental issues is relevant in the formation
of their sustainable behaviors. While for 79% it is
not important to have a vast knowledge of the
subject in order to demonstrate sustainable behavior.
However, when contrasted with the contributions of
other authors, they coincide in affirming that the
knowledge, attitudes and values of a person ensure
the adoption of environmental behaviors.
Regarding the levels of environmental literacy, the
findings showed that nominal A.A. has a 4.5%
impact on sustainable pedagogical behaviors,
indicating that the teachers surveyed consider that
having a limited knowledge of environmental
aspects has a minimal impact on their sustainable
behaviors. At the functional A.A. level, teachers
indicate that this has a 22% impact on sustainable
pedagogical behaviors. Because they are responsible
for executing educational experiences related to
environmental issues, elaborating projects that
mobilize the educational community in defense of
the environment.
The results of the operational A.A. show that 4.9%
of the surveyed teachers consider that this level has
a limited impact on pedagogical behaviors, which
are not evident in their educational practice.
It is the teacher's responsibility to sensitize students
and the community to develop concrete tasks and
preventive actions to reduce the impact of the
environmental problems that afflict schools and the
locality. To this end, it is necessary to include in
their learning sessions all the information
concerning natural systems, environmental
conservation, responsible and sustainable
consumption of natural resources, contributing to
the environmental education of children and
adolescents. For this reason, it is suggested that
professional teacher training institutions should
consider within their curriculum a subject related to
environmental culture to ensure the acquisition of
knowledge and the strengthening of environmental
attitudes and behaviors in future teachers.
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DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
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Volume 18, 2022
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
-Melba Vásquez conceived the study and were
responsible for the design and development of the
data analysis. And wrote the first draft of the article.
-Judith Yangali reviewed the first draft of the article
and provided supervision.
-Maruja Baldeón & Delsi Huaita were responsible
for data collection and editorial review.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
This research has been self-funded by the authors.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
_US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2022.18.80
Melba Rita Vásquez Tomás,
Judith Soledad Yangali Vicente,
Maruja Dionisia Baldeón De La Cruz,
Delsi Mariela Huaita Acha
E-ISSN: 2224-3496
864
Volume 18, 2022
