The article examines Waldorf Pedagogy as a curricular approach to environmental education in Ecuador, emphasizing student awareness of páramo conservation, a key ecosystem in the Andean region. It highlights the importance of adopting an educational model that goes beyond information delivery to foster values and responsible attitudes toward the environment.
Through a qualitative literature review, the principles and practices of this pedagogy are explored, which combine cognitive, emotional, and experiential aspects to promote a profound connection with nature. The findings show that Waldorf Pedagogy aligns with sustainability objectives and has the potential to integrate artistic activities, community practices, and experiential methodologies into the curriculum. However, challenges related to its adaptation to the Ecuadorian curricular framework and limitations in its implementation due to cultural, religious, and economic differences are also noted. The study concludes that Waldorf Pedagogy offers a feasible model for environmental education, though its application requires curricular adjustments and specific teacher training.
Keywords: Waldorf, nature, environmental education, curriculum, sustainability, geography