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Indicators of Sustainability in Educational Practice: Perception of Teachers and Students of UAGro-Mexico

Author

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  • Rosa María Brito

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

  • Columba Rodríguez

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

  • José Luis Aparicio

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

  • Jerome Paolacci

    (Faculty of Economics and Marketing, Autonomous University of Coahuila, Torreón, Coahuila 27276, Mexico)

  • María Laura Sampedro

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

  • Juana Beltrán

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

Abstract

Teachers and university students require knowledge to generate positive changes and to overcome environmental challenges through innovative and relevant research. The Autonomous University of Guerrero lacks reliable methodologies and instruments required to evaluate progress towards sustainable development. This research proposes sustainability indicators as substantive functions at the educational levels of high school, bachelor’s degree, and postgraduate study. Indicators were developed via two surveys of 63 teachers and 511 students from four educational programs. Data processing was undertaken using SPSS 21 and Excel 2011. The results show that the environment was ranked more highly than the social and economic indicators. In terms of the participants, the functions of extension (61%), research (58%), teaching (45%), and management (43%) were ranked higher for students; in relation to teachers, research (15%), extension (18%), and teaching (43%) were ranked lower. It was concluded that students show greater socio-environmental concern, while teachers focus more on teaching rather than on the other substantive functions. These results represent relevant and well-founded information that can be used to make decisions that lead the university toward sustainability.

Suggested Citation

  • Rosa María Brito & Columba Rodríguez & José Luis Aparicio & Jerome Paolacci & María Laura Sampedro & Juana Beltrán, 2018. "Indicators of Sustainability in Educational Practice: Perception of Teachers and Students of UAGro-Mexico," Sustainability, MDPI, vol. 10(10), pages 1-18, October.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:10:p:3733-:d:176234
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    References listed on IDEAS

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    Cited by:

    1. 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.
    2. Rosa María Brito & José Luis Aparicio & Columba Rodríguez & Juana Beltrán, 2021. "Sustainability Indicators in a Bachelor’s Educational Program in the Health Area," Sustainability, MDPI, vol. 13(11), pages 1-12, May.
    3. José Manuel Muñoz-Rodríguez & Fermín Sánchez-Carracedo & Ángela Barrón-Ruiz & Sara Serrate-González, 2020. "Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca," Sustainability, MDPI, vol. 12(11), pages 1-19, May.
    4. Ali M. Al-Bahi & Mohamed S. Abd-Elwahed & Abdelfattah Y. Soliman, 2021. "Implementation of Sustainability Indicators in Engineering Education Using a Combined Balanced Scorecard and Quality Function Deployment Approaches," Sustainability, MDPI, vol. 13(13), pages 1-28, June.

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