Pérez de Villarreal Zufiaurre, MaiderScotton, Paolo2023-03-272023-03-272022Pérez De Villarreal, M., & Scotton, P. (2022). Knowledge models on biosphere reserves for visual and sustainable meaningful learning in pre-service teachers: Quo vadis, visual pedagogies? Video Journal of Education and Pedagogy, 7(1), 1-16. https://doi.org/10.1163/23644583-bja100332364-458310.1163/23644583-bja10033https://academica-e.unavarra.es/handle/2454/44939It is undeniable that climate change has become one of the greatest global challenges facing humanity in the coming decades. Since the Earth Summit held in Rio de Janeiro in 1992, all climate summits have emphasized the importance of sustainability through commitments that set the framework for a low-emission development model. Education, as a training field for the rest of the professions, has the responsibility to promote sustainability and this would be feasible considering environmental education as the backbone of the rest of the subjects of the different educational stages. This article presents the visual methodology of knowledge modeling through the use of concept maps and the free software Cmap Tools (ihmc, Florida) as a possibility to promote environmental awareness and sustainability in teachers in training. In compliance with the 4th and 15th sdg s of the 2030 Agenda, the theme of “biosphere reserves” was selected. The intention was to develop conceptually transparent audiovisual teaching material which would enhance environmental education. This material can be used by any primary school anywhere in the world as an alternative to textbooks and as a proposal for motivation and meaningful learning for their future primary school students.application/pdfeng© 2022 Maider Pérez de Villarreal and Paolo Scotton. This is an open access article distributed under the terms of the CC BY 4.0 licenseBiosphere reservesConcept mapsKnowledge modelQuo vadisSustainabilityVisual meaningful learningArtículo / Artikulua2023-03-27Acceso abierto / Sarbide irekiainfo:eu-repo/semantics/openAccess