Abstract:

Higher education institutions play a key role in addressing global sustainability challenges by connecting scientific knowledge with local realities. Within the framework of the project initiated in 2025 and continuing into 2026, “Strategies for Resilient Cities and Communities (SDG 11): Productive Vocations”, this study explores an educational approach focused on environmental awareness and community engagement in Tlaxcala, Mexico.

The project addresses socio-environmental issues such as climate change, water scarcity, and inadequate waste management in rural and peri-urban communities. Its main objective is to strengthen the relationship between academic research and local knowledge through participatory methodologies and accessible communication strategies. Field activities included direct observation, interviews, surveys, and collaborative workshops with community actors, farmers, and students from different levels of basic education. These activities allowed the identification of local productive practices as well as key environmental challenges.

A central component of the project was the implementation of scientific theatre as a tool for universal access to knowledge. This approach made it possible to translate complex scientific concepts—such as soil moisture monitoring, climate variability, and sustainable resource management—into narratives accessible to students from different educational levels and the wider community. Through this strategy, participants gained a better understanding of technologies such as drones, environmental sensors, and satellite data used to monitor environmental conditions and support decision-making.

The educational intervention involved students, teachers, and community members, promoting environmental awareness and encouraging active participation in sustainable practices. The results show that integrating scientific knowledge with creative and participatory methodologies enhances meaningful learning, fosters environmental responsibility, and strengthens community engagement.

This experience highlights the importance of integrating education for sustainability into real-world contexts, where students and communities co-construct knowledge. It also shows that interdisciplinary and socially oriented approaches can contribute to the development of resilient communities aligned with the Sustainable Development Goals, particularly SDG 11.

Keywords:

Environmental Education, sustainability, community engagement, scientific theatre, SDG 11, Tlaxcala – Mexico.