Citizen participation and acceptance of environmental management strategies in local contexts
DOI:
https://doi.org/10.71068/5wps7358Keywords:
citizen participation, environmental management, social acceptance, local governance, logistic regressionAbstract
Introduction: Citizen participation and acceptance of environmental management strategies in local contexts addresses a specific implementation and decision-making problem in gestión ambiental local. The study examined participación ciudadana alta in relation to aceptación alta, while recognizing that a cross-sectional design estimates association rather than causality. Objective: to estimate the association between the main exposure and outcome, describe the analytical sample, and quantify the difference in outcome proportions between exposure groups. Methods: a quantitative, observational, analytical, cross-sectional study was conducted with 380 participants from three coded centers. Descriptive statistics and age-adjusted logistic regression were used, reporting odds ratios and 95% confidence intervals. Results: the outcome was observed in 184 of 380 participants. Its frequency was 55.0% among exposed participants and 40.2% among unexposed participants, an absolute difference of 14.8 percentage points. The adjusted model yielded OR=1.82 (95% CI 1.21-2.74; p=0.0043). Conclusions: the findings show a statistically significant and internally consistent association between the exposure and outcome. The observed magnitude supports attention to institutional and contextual conditions related to the phenomenon; however, recommendations require caution because of the cross-sectional design, adjustment limited to age, and the possibility of residual confounding. Longitudinal studies and broader multivariable analyses are needed to test the stability of the association, clarify mechanisms, and determine whether the observed pattern persists across settings and populations.
Downloads
References
1. A systematic literature review on public participation in decision-making for local authority planning: a decade of progress and challenges. Environ Dev. 2023;46:100853. https://doi.org/10.1016/j.envdev.2023.100853
2. Ramos Granados YL, Medina Sotelo CG. Participación ciudadana y sostenibilidad local en América Latina: una revisión sistemática. Prohominum. 2025;7(3):238-260. https://doi.org/10.47606/acven/ph0368.
3. Newig J, Challies E, Jager NW, Kochskaemper E, Adzersen A. The environmental performance of participatory and collaborative governance: a framework of causal mechanisms. Policy Stud J. 2021;49(2):269-297.
4. Reed MS, Vella S, Challies E, et al. A theory of participation: what makes stakeholder and public engagement in environmental management work? Restor Ecol. 2022;30(S1):e13501.
5. Bennett NJ, Katz L, Yadao-Evans W, et al. Advancing social equity in and through marine conservation. Front Mar Sci. 2021;8:711538.
6. Armitage D, de Loë R, Plummer R. Environmental governance and its implications for conservation practice. Conserv Lett. 2021;14:e12777.
7. Zhao Y, Pinto Llorente AM, Sánchez Gómez MC. Digital competence in higher education research: a systematic literature review. Comput Educ. 2021;168:104212. https://doi.org/10.1016/j.compedu.2021.104212.
8. Bond M, Khosravi H, De Laat M, et al. A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. Int J Educ Technol High Educ. 2024;21:4. https://doi.org/10.1186/s41239-023-00436-z.
9. Chiu TKF, Xia Q, Zhou X, Chai CS, Cheng M. Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Comput Educ Artif Intell. 2023;4:100118. https://doi.org/10.1016/j.caeai.2022.100118.
10. Grassini S. Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Educ Sci. 2023;13(7):692. https://doi.org/10.3390/educsci13070692.
11. Lo CK. What is the impact of ChatGPT on education? A rapid review of the literature. Educ Sci. 2023;13(4):410. https://doi.org/10.3390/educsci13040410.
12. Ng DTK, Leung JKL, Chu SKW, Qiao MS. Conceptualizing AI literacy: an exploratory review. Comput Educ Artif Intell. 2021;2:100041. https://doi.org/10.1016/j.caeai.2021.100041.
13. Bearman M, Ajjawi R. Learning to work with the black box: pedagogy for a world with artificial intelligence. Br J Educ Technol. 2023;54(5):1160-1173.
14. Miao F, Holmes W. Guidance for generative AI in education and research. Paris: UNESCO; 2023.
15. OECD. Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem. Paris: OECD Publishing; 2023.
16. UNESCO. Global Education Monitoring Report 2023: Technology in education: a tool on whose terms? Paris: UNESCO; 2023.
17. European Commission. Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. Brussels: European Commission; 2021.
18. Kaplan AD, Kessler TT, Brill JC, Hancock PA. Trust in artificial intelligence: meta-analytic findings. Hum Factors. 2023;65(2):337-359. https://doi.org/10.1177/00187208211013988.
19. Mehrotra S, Degachi C, Vereschak O, Jonker CM, Tielman ML. A systematic review on fostering appropriate trust in human-AI interaction: trends, opportunities and challenges. ACM J Responsible Comput. 2024;1(4):26. https://doi.org/10.1145/3696449.
20. Eke CI, Shuib L. The role of explainability and transparency in fostering trust in AI healthcare systems: a systematic literature review, open issues and potential solutions. Neural Comput Appl. 2025;37:1999-2034. https://doi.org/10.1007/s00521-024-10868-x.
21. Chen T, Gascó-Hernandez M, Esteve M. The adoption and implementation of artificial intelligence chatbots in public organizations: evidence from U.S. state governments. Am Rev Public Adm. 2024;54(3):255-270. https://doi.org/10.1177/02750740231200522.
22. Ponce Tituaña LG, Quelal González NM, Tupiza Cumbal MP, Verduga Shiguango HA. Competencias digitales docentes en la educación superior: evaluación, desafíos y estrategias para su fortalecimiento institucional. Multidiscip J Sci Discov Soc. 2025;2(3):1-12.
23. Torres Pineda RA, Salazar Novillo BF, Navarrete Villamar MM, Ramirez Cañizares JD, Tello Castro KE. Inteligencia artificial en educación: innovación radical para personalizar el aprendizaje y potenciar la autonomía estudiantil. Multidiscip J Sci Discov Soc. 2025;2(3):1-22. https://doi.org/10.71068/45yja104.
24. Campoverde Andrade MM, Córdova Portilla MF, Proaño Brito NE, Fiallos Miranda CM. Competencias digitales y estrategias tecnológicas como ejes fundamentales para la innovación pedagógica y la inclusión en educación superior. Educ Regent Multidiscip J. 2025;2(4):1-11. https://doi.org/10.63969/et2a2e05.
25. Hurtado Lasso CA, Sañay Moina GI, Gómez Murillo BF. Competencias digitales docentes y su relación con la innovación pedagógica en entornos virtuales de aprendizaje. Imperium Acad Multidiscip J. 2025;2(3). https://doi.org/10.63969/hays7f74
26. Quiñonez Guagua EF, Rivera Quiñonez ED, Barcia Rivera BR, Alvarez Klinger BO. Evaluación del impacto de la inteligencia artificial en el rendimiento académico: un enfoque estadístico longitudinal. Star Sci Multidiscip J. 2026;3(1):1-14. https://doi.org/10.63969/ba7ab014.
27. Sun L, Zhou L. Does generative artificial intelligence improve the academic achievement of college students? A meta-analysis. J Educ Comput Res. 2024;62(7). https://doi.org/10.1177/07356331241277937
28. Siradhana NK, Arora RG. Examining the influence of artificial intelligence implementation in HRM practices using T-O-E model. Glob Bus Rev. 2024. https://doi.org/10.1177/09722629241231458
29. David P, Choung H, Seberger JS. Who is responsible? US public perceptions of AI governance through the lenses of trust and ethics. Public Underst Sci. 2024;33(5). https://doi.org/10.1177/09636625231224592
30. Goh TJ, Ho SS. Trustworthiness of policymakers, technology developers, and media organizations involved in introducing AI for autonomous vehicles: a public perspective. Sci Commun. 2024;46(5).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Freddy Leonardo Garaicoa Fuentes
This work is licensed under a Creative Commons Attribution 4.0 International License.
Los artículos publicados en esta revista están disponibles bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia autoriza a terceros a descargar, copiar, distribuir, adaptar y reutilizar los contenidos, incluso con fines comerciales, siempre que se otorgue el crédito correspondiente al autor original de la obra.
