Regenerative Learning Environments: Experience in Education for Youth and Adults (EPJA)

Abstract

This article analyzes the implementation of regenerative learning environments within the framework of Education for Youth and Adults (EPJA), highlighting their impact on strengthening the community-oriented, participatory, and democratic nature of knowledge. In a global context marked by climate crises and historical inequalities, regenerative education emerges as a paradigm that goes beyond sustainability by seeking to align human activity with the co-evolutionary processes of nature. Objective: To analyze the experiences and impact of regenerative learning environments in the education of young people and adults, in order to identify pedagogical strategies that promote sustainability and holistic well-being throughout their educational processes. Using a sociocritical paradigm with a mixed-methods approach and an exploratory-descriptive scope, the study employed a participatory action research methodology, along with a quasi-experimental and longitudinal design. Data collection instruments included participant observation, in-depth interviews with administrators and teachers, focus groups to explore tensions and collective perspectives, structured surveys, and the administration of psychoeducational tests. The results reveal that the implementation of regenerative learning environments produces a disruptive transformation in EPJA, moving beyond the notion of “incomplete schooling” toward a more holistic educational experience. Furthermore, these environments not only optimize pedagogical practices but also significantly enhance the socio-emotional and cognitive skills of adult learners.