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Sustainability in Higher Education: A Didactic Strategy for Environmental Mainstreaming

Author

Listed:
  • Valentín Piza

    (Sciences for Regional Development Center-Autonomous University of Guerrero, Privada de Laurel 13, Col. El Roble, Acapulco 39640, Guerrero, Mexico)

  • José Luis Aparicio

    (Sciences for Regional Development Center-Autonomous University of Guerrero, Privada de Laurel 13, Col. El Roble, Acapulco 39640, Guerrero, Mexico)

  • Columba Rodríguez

    (Sciences for Regional Development Center-Autonomous University of Guerrero, Privada de Laurel 13, Col. El Roble, Acapulco 39640, Guerrero, Mexico)

  • Rigoberto Marín

    (Autonomous University of Chihuahua, Ave. Universidad y Pascual Orozco s/n, Chihuahua 31110, Chihuahua, Mexico)

  • Juana Beltrán

    (Academic Unit of Nursing 1, Autonomous University of Guerrero, Chilpancingo 39000, Guerrero, Mexico)

  • Ramón Bedolla

    (Academic Unit of Sociology, Autonomous University of Guerrero, Acapulco 39610, Guerrero, Mexico)

Abstract

Institutions of higher education play a fundamental role in the effort to reach sustainability; there are different ways to achieve it. The objective of this work carried out in 2017 was to design, implement and evaluate a course-workshop that will provide teachers of the Bachelor’s Degree in Accounting and Administration at the Autonomous University of Guerrero (UAGro) tools to incorporate the environmental axis into their learning unit programs, in the context of environmental education. It was a study with a qualitative and transversal approach, based on constructivism and transversality. It was structured with its foundation in institutional documents. The design and selection of the themes was carried out in conjunction with a team of experts. Twenty-four teachers participated. The initial and final evaluation was carried out through guiding questions and surveys; the initial result showed an economistic vision of the environment, as well as ignorance about strategies to incorporate the environment as one of the dimensions of sustainability; this contrasts with the final evaluation, in which knowledge and willingness to incorporate the environment into their respective learning unit programs was observed, as well as satisfaction with the course-workshop that had developed. It is concluded that it is necessary to strengthen the processes of teacher training and give continuity to them for the incorporation of the environment as a contribution to sustainability.

Suggested Citation

  • Valentín Piza & José Luis Aparicio & Columba Rodríguez & Rigoberto Marín & Juana Beltrán & Ramón Bedolla, 2018. "Sustainability in Higher Education: A Didactic Strategy for Environmental Mainstreaming," Sustainability, MDPI, vol. 10(12), pages 1-12, December.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4556-:d:187306
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    References listed on IDEAS

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    4. Ruth Zárate Rueda & Yolima Ivonne Beltrán Villamizar & Luis Eduardo Becerra Ardila, 2023. "A Retrospective Approach to Pro-Environmental Behavior from Environmental Education: An Alternative from Sustainable Development," Sustainability, MDPI, vol. 15(6), pages 1-19, March.
    5. Almudena Eizaguirre & María García-Feijoo & Jon Paul Laka, 2019. "Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions," Sustainability, MDPI, vol. 11(8), pages 1-21, April.
    6. Ariane Díaz-Iso & Almudena Eizaguirre & Ana García-Olalla, 2019. "Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability," Sustainability, MDPI, vol. 11(17), pages 1-18, August.
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