Bachelor in Environmental Sciences (2007), with specialized training in the field of education. European PhD in Environmental Education at the University of Balearic Islands (UIB). His main aim of research is training teachers in Environmental Education. Also experience as a research technician in academic plagiarism.

Research interests

Environmental education, Teacher training, Quality

Last projects in which participates/has participated

'School outdoor learning for sustainable
development in non-formal settings: Assessment and evaluation for transformational change (LearnOUT-Evaluation)'. 2022-2025. Ministerio de Ciencia, Innovación y Universidades (PID2021-125435OA-I100).

'La práctica docente y la prevención del abandono temprano de la formación profesional: aproximación empírica y propuesta de intervención (PDYPAFP)'. 2020-2023. Ministerio de Ciencia, Innovación y Universidades (PID2019-108342RB-100).

'Educación para el Cambio Climático en Educación Secundaria: investigación aplicada sobre representaciones y estrategias pedagógicas en la transición ecológica. - RETOS 2018 (Resclima)'. 2018-2022. Ministerio de Ciencia, Innovación y Universidades (RTI2018-094074-B-I00).

Publications

Álvarez-García, O.; Sureda-Negre, J. (2023). The Spanish population's interest in climate change based on Internet searches. Humanities & Social Sciences Communications, 10 (231), 1-9

Álvarez-García, O. & Sureda-Negre, J. (2023). Greenwashing and education: An evidence-based approach. Journal Of Environmental Education, 54(4), 265-277

Álvarez-García, O., Quintana-Murci, E., Forteza-Forteza, D., Touza, C. (2022). Toward a Faculty Aligned with the Sustainable Development Goals: Sustainability, Equality and Equity Action Plan (University of the Balearic Islands). In Leal Filho, W., Portela de Vasconcelos, C.R. (Eds), Handbook of Best Practices in Sustainable Development at University Level. World Sustainability Series. Springer, Cham.

Álvarez-García, O. (2021). Discovering Environmental Literacy: PhD Reflections About My Own Training Process. In Xypaki, M., Sinakou, E., Mejía-Cáceres, M.A., Schwambach, A. (Eds), Storied Doctorates. Transdisciplinary Perspectives in Educational Research, vol 1. Springer, Cham

Álvarez-García, O.; García-Escudero, L.Á.; Salvà-Mut, F.; Calvo-Sastre, A (2019). Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities. Sustainability, 11 (16), 4412.

Alvarez-Garcia, O.; Sureda-Negre, J.; & Comas-Forgas, R. (2018). Evaluación de las competencias ambientales del profesorado de Primaria en formación inicial: estudio de caso. Enseñanza de las Ciencias. Revista de Investigación y Enseñanzas Didácticas, 36 (1), 117-141.

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2018). Assessing Environmental Competencies of primary education pre-service teachers in Spain: a comparative study between two universities. International Journal of Sustainability in Higher Education, 19(1), 15-31.

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2018). Diseño y validación de un cuestionario para evaluar la alfabetización ambiental del profesorado de primaria en formación inicia. Revista de Currículum y Formación del Profesorado, 22(2), 309-328.

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence. Journal of Teacher Education for Sustainability, 17(1), 72-85.