Introduction:

The environmental component is an essential process in the training of professionals, that enables them to educate future generations towards sustainable development.

Objective:

To represent in a pedagogical model the logic of the environmental dimension in the research training of professionals.

Materials and methods:

Theoretical, empirical and mathematical-statistical methods were used.

Findings:

The development of the pedagogical model of environmental dimension in research and labor training of professionals. The model is structured in three subsystems: the first focuses on the integration of environmental pedagogical knowledge from the relationships established between its components; the second is of a methodological character and summarizes the environmental projection of research training; whereas the third one is procedural, expressing the environmental transformative instrumentation that must occur in students. The model provides a synergistic quality that consolidates identity, totality and contributes to its self-development.

Conclusions:

With the elaboration of the model new interpretations are revealed that are manifested as functional theoretical relations arising between the components of the subsystems that integrate it and at the same time, between the subsystems as macro components. The evaluation of the model was statistically significant, through the instrumentation of a pedagogical strategy for the environmental dimension in the research and labor training.

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