Environmental education in the light of the Institutional Theory

Abstract

The qualitative-quantitative case study, descriptive, and exploratory research was carried out in the Applied Social Sciences courses, through document analysis, interviews, focus groups, and surveys. The Institutional Theory was used, allowing the analysis on the contribution of the Burns and Scapes (2000) model. Considering the applicability of their categories, the institutionalisation of the encoding stage in the Political Pedagogical Programmes of the courses is confirmed, whereas the enacting, reproduction, and institutionalisation are not attended. The model is validated because the process of institutionalisation of the Environmental Education was assessed. The institutionalisation of the EE provides change to HEIs, professors, and students.