Education for sustainable development in higher education: The effect of areas of knowledge on the conceptions of university teachers

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Abstract

In Mexico, higher education institutions (HEIs) have adopted best practices to incorporate a sustainability perspective into the teaching process, yet without making transcendental changes in their structures or academic management procedures to integrate this perspective in teaching duties. The objective of this research was to study the effect that the disciplines have prevailing notions among faculty about the concept of education for sustainable development (ESD) in the context of teaching. A cross-sectional survey was applied to professors who belong to research groups in 26 Mexican HEIs, using a mixed sampling method and inferential statistics. The results show that the professors hold different interpretations of the concept of ESD, depending on their field of knowledge. This specific finding has implications for public policies related to incentives such as the Professor Development Program (PRODEP) and structuring teaching activities in HEIs, which maintain models that generate discipline barriers and inhibit interdisciplinary and transdisciplinary work, as required by ESD.

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How to Cite
Zúñiga Sánchez, O., Marúm Espinosa, E., & Rodríguez Armenta, C. E. (2022). Education for sustainable development in higher education: The effect of areas of knowledge on the conceptions of university teachers. Education Policy Analysis Archives, 30, (157). https://doi.org/10.14507/epaa.30.7271
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Author Biographies

Oscar Zúñiga Sánchez, Universidad de Guadalajara

Doctor en Gestión de la Educación Superior por el Centro Universitario de Ciencias Económico-Administrativas de la Universidad de Guadalajara, México. Las principales líneas de investigación son: calidad educativa, gestión educativa, políticas públicas enfocadas a la educación, educación ambiental y educación para el desarrollo sostenible.

Elia Marúm Espinosa, Universidad de Guadalajara

Doctora en Economía por la Universidad Nacional Autónoma de México. Profesora investigadora y directora del Centro para la Calidad e Innovación de la Educación de la Universidad de Guadalajara, Jalisco, México. Miembro del Sistema Nacional de Investigadores (SNI, nivel II). Directora de la Cátedra UNESCO “Innovación Social y Emprendimiento” y evaluadora de programas y proyectos nacionales e internacionales.

Carmen Enedina Rodríguez Armenta, Universidad de Guadalajara

Doctora en Gestión de la Educación Superior por la Universidad de Guadalajara. Directora de Educación Superior Universitaria e Intercultural de la Subsecretaría de Educación Superior de la SEP. Fue vicerrectora de la Universidad de Guadalajara, México. Miembro del Sistema Nacional de Investigadores (SNI, nivel I).