<div class="text-justify">Dear readers, at present there are some threats to our ecosystem called earth, such as the destruction of the ozone layer, global warming and biological diversity due to some production practices that have been applied indiscriminately. This situation has caused some international organizations such as UNESCO to talk for some time about the education needed in the XXI century, since education is considered the fundamental mechanism to create awareness about the damage caused to nature and to implement new paradigms to achieve the welfare of the population.</div>


<center>https://images.hive.blog/DQmVJcKqNJntaon6F1tkBkK5GyC95UcVPYWE8AeA12qhJ5V/image.png</center><center><sub>Image design by @amestyj with public domain image taken from [Piqsels](https://www.piqsels.com/es/public-domain-photo-sdlzd)</sub></center>

<div class="text-justify">In this sense, from my point of view, I believe that education plays a fundamental role in reducing the malpractice applied by human beings in the production of food and other items, with education we can promote appreciation and respect for the environment, so that future generations of professionals will see the need to use new technologies in a wise and ethically responsible manner to establish limits to achieve a comprehensive sustainable development.</div><br>

<div class="text-justify">Based on these premises, Roa (2002), points out that in order to achieve this, environmental education should be implemented at different educational levels based on the need to consider the environment as a whole, where there is a synergy of environmental, economic and social components; it should be handled from the educational point of view as an interdisciplinary discipline since, to understand it, natural sciences, social sciences, applied sciences and technologies are needed to obtain an integral vision of the environment, in order to facilitate the conservation of natural resources.</div><br>

<center><sub>Image alluding to a perfect synergy to achieve objectives</sub></center>
<center>https://images.hive.blog/DQmYZfTcABzY8EDopjiCiUQbP2BksoSrUrzcbL243YMLHeS/image.png</center><center><sub>Image design by @amestyj with public domain image taken from [Piqsels](https://www.piqsels.com/es/public-domain-photo-sgvgz)</sub></center>

<div class="text-justify">To this end, I believe that the new programmatic contents of the different university careers should reflect an education with new technological paradigms on the environment, such as agroecology and sustainable development, which will allow training proactive professionals in search of solutions to the environmental problems that exist in their ecosystems. This would guarantee a new professional who will use his or her knowledge to produce in an efficient and responsible manner that will allow achieving a balanced development that will guarantee future generations an adequate environment, which will translate into a better quality of life.</div><br>

<div class="text-justify">In conclusion, it is necessary that the new educational models take into account the environmental training of the future professional, allowing him to acquire adequate knowledge of the laws governing natural processes such as biological and chemical ones, this quality will allow him to achieve greater productivity in his environment while complying with his environmental responsibility. Undoubtedly, the professional of the XXI century cannot continue to consider economic growth separately from the environment, it would be a big mistake because they must be observed as a perfect synergy, to ensure the quality of life of citizens that is not based solely on material goods.</div><br>

|Bibliographic references|
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<div class="text-justify">Roa, J. (2009). Basic Fundamentals of natural processes. Editorial fund UNET: San cristobal</div>
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