Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.

中文翻译：

---

可持续发展教育视角下的水：西班牙中等教育课程的探索性研究

西班牙当前的教育课程很少提及可持续性主题，因此课堂上对这些问题的覆盖不足。值得注意的是，从可持续的角度来看，缺乏对水概念的提及。本研究的主要目的是使用先前建立的类别系统分析在西班牙规范中学教育的课程中水概念的存在。遵循探索性和描述性研究方法，我们对西班牙中等教育课程中的水概念进行了定性的词典编纂分析。根据布鲁姆的分类法，还对学生学习水所需的认知需求进行了分析。结果表明，水的概念在侧重于可持续发展某些方面的课程中适度出现。同样，对学生学习水所需的认知需求的分析表明，基于布鲁姆的分类法，较低水平的知识和理解力占主导地位。我们认为，从可持续的角度教授水可以培养学生对自然和环境的认识和价值观，以及有助于合理用水和参与可持续发展的知识。