University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
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RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Contreras Avila, A., López
Noriega, M. D., Peraza Pérez, L. A., &
Carrillo Marín, A. M. (2025). Agenda 2030
en la UNACAR: percepción estudiantil a
partir del contexto académico.
Estrategia y
Gestión Universitaria
, 13(2), e8829.
https://doi.org/10.5281/zenodo.16896053
Received: 27/05/2025
Accepted: 26/05/2025
Published: 18/09/2025
Corresponding author:
acontreras@pampano.unacar.mx
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
2030 Agenda at UNACAR: student
perception based on the academic
context
Agenda 2030 en la UNACAR: percepción
estudiantil a partir del contexto
académico
Agenda 2030 na UNACAR: percepção dos
alunos com base no contexto académico
Abstract
Introduction: sustainability within Higher Education
Institutions plays a key role in preparing future leaders
capable of addressing global challenges. Emphasis is placed on
the need to incorporate sustainability into educational
processes—from curricula to institutional management—in
order to advance towards the achievement of the Sustainable
Development Goals outlined in the 2030 Agenda. Objective:
to evaluate the perception of students at Universidad
Autónoma del Carmen regarding sustainability, considering
the impact of academic factors such as faculty affiliation and
current semester.
Method: this was a quantitative study with
a comparative–correlational approach, employing a non-
experimental cross-sectional design without manipulation of
variables, aimed at determining the relationships among them
based on the academic indicators mentioned. Results:
significant differences were found between the academic
context and students’ perceptions, underscoring the need to
adjust the educational strategies implemented thus far.
Conclusion: to foster a culture of sustainability within the
university environment and, at the same time, enhance these
initiatives, it is essential to implement strategies tailored to
the specific characteristics of each academic level and group.
Keywords: sustainability, higher education, sustainable
development
Resumen
Introducción: la sostenibilidad dentro de las Instituciones de
Educación Superior tiene una importante función a la hora de
crear futuros líderes, con capacidad para enfrentar desafíos
globales. Se resalta la necesidad de incluir la sostenibilidad en
los procesos educativos, desde planes de estudio hasta la
gestión institucional, para seguir avanzando hacia el
cumplimiento de los Objetivos de Desarrollo Sostenible de la
Agenda 2030.
Alonso Contreras Avila
1
Universidad Autónoma del Carmen
https://orcid.org/0000-0002-2943-4836
acontreras@pampano.unacar.mx
México
Myrna Delfina López Noriega
2
Universidad Autónoma del Carmen
https://orcid.org/0000-0003-1426-8406
mdlopez@pampano.unacar.mx
México
Limberth Agael Peraza Pérez
3
Universidad Autónoma del Carmen
https://orcid.org/0000-0002-7379-3035
lperaza@pampano.unacar.mx
México
Antonia Margarita Carrillo Marín
4
Universidad Autónoma del Carmen
https://orcid.org/0000-0001-6076-3817
acarrillo@pampano.unacar.mx
México
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
Objetivo:
evaluar la percepción de los estudiantes de la Universidad Autónoma
del Carmen hacia la sostenibilidad, considerando el impacto de factores
académicos como la facultad de pertenencia y el semestre cursado.
Método:
el
estudio fue de tipo cuantitativo con enfoque comparativo – correlacional, su
diseño fue no experimental de corte transversal, sin manipulación de las
variables, con el fin de determinar su relación entre sí a partir de indicadores
académicos mencionados.
Resultados:
se encontraron diferencias significativas
entre el contexto académico y la percepción de los estudiantes, lo que reflejaba
la necesidad de ajustar las estrategias educativas implementadas hasta el
momento.
Conclusión:
para fomentar una cultura de sostenibilidad dentro del
entorno universitario y, al mismo tiempo, mejorar estas iniciativas, es
fundamental aplicar estrategias que se adapten a las características específicas
de cada nivel y grupo académico.
Palabras clave:
sostenibilidad, educación superior, desarrollo sostenible
Resumo
Introdução: a sustentabilidade nas Instituições de Ensino Superior desempenha um
papel fundamental na formação de futuros líderes capazes de enfrentar desafios
globais. Destaca-se a necessidade de incluir a sustentabilidade nos processos
educacionais — desde os currículos até a gestão institucional — para avançar no
cumprimento dos Objetivos de Desenvolvimento Sustentável da Agenda 2030.
Objetivo: avaliar a percepção dos estudantes da Universidad Autónoma del
Carmen sobre a sustentabilidade, considerando o impacto de fatores acadêmicos
como a faculdade de origem e o semestre cursado. Método: o estudo foi de
natureza quantitativa com abordagem comparativa–correlacional, utilizando um
desenho não experimental de corte transversal, sem manipulação das variáveis,
visando determinar a relação entre elas a partir dos indicadores acadêmicos
mencionados. Resultados: foram encontradas diferenças significativas entre o
contexto acadêmico e a percepção dos estudantes, evidenciando a necessidade de
ajustar as estratégias educacionais implementadas até o momento. Conclusão:
para promover uma cultura de sustentabilidade no ambiente universitário e, ao
mesmo tempo, aprimorar essas iniciativas, é fundamental adotar estratégias
adaptadas às características específicas de cada nível e grupo acadêmico.
Palavras-chave:
sustentabilidade, ensino superior, desenvolvimento sustentável
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Introduction
Higher Education Institutions (HEIs) play a decisive role in the formation of
socially responsible citizens committed to the environment. Experts such as Wiek &
Redman (2022) and Brundiers et al. (2021) have emphasized the need to incorporate
sustainability into university education. For them, this approach is not only
important but fundamental for preparing students to face current global challenges,
such as environmental protection, social justice, reducing inequalities, and
promoting peace, which are considered key aspects for building a fairer and more
sustainable future (Abowardah et al., 2024).
In this context, Žalėnienė & Pereira (2021), Cardeño Portela et al. (2023),
López González et al. (2023) y Jiménez-Pitre et al. (2023) highlight that
sustainability in Higher Education (HE) must be addressed comprehensively,
considering not only the environmental aspect but also the social, economic, and
cultural dimensions. Lim et al. (2022) argue that HEIs have the responsibility to
transform their teaching, research, and community engagement processes by fully
integrating the principles of Sustainable Development (SD).
The concept of SD has evolved as a result of the active role of universities in
training leaders capable of addressing the challenges of our time. Thus, the 2030
Agenda and its 17 Sustainable Development Goals (SDGs), adopted by the UN in 2015,
present an essential roadmap for guiding institutional efforts towards a more
equitable and resilient future (Shava et al., 2023).
In Mexico, several universities have begun to align their curricula,
management processes, and research with the SDGs, promoting interdisciplinary
approaches and applied research as pathways to address emerging challenges
(González-Campo et al., 2022). In particular, SDG 4, which advocates for inclusive
and quality education, is considered both a goal in itself and a catalyst for achieving
the other SDGs (Vindigni, 2024).
This underscores the importance of critically analyzing the role that HEIs
play in achieving the 2030 Agenda (Caputo et al., 2021; Pacheco-Peralta et al., 2022;
Fuchs et al., 2023; Jabeen, 2024). Quality HE should not only provide technical skills
and knowledge but also foster values such as social responsibility, empathy, and the
ability to act in the face of complex problems, which is fundamental for developing
a sustainable culture (Lim et al., 2022).
Despite the growing interest among Latin American HEIs in incorporating
education for sustainable development (ESD) into their curricula (Filho et al., 2021;
González-Campo et al., 2022; López-Leyva, 2024), progress has not been uniform,
as many institutions face significant internal and external challenges, such as a lack
of sustainable infrastructure, the promotion of social inclusion, and the fight for
gender equity. Additionally, there is a lack of resources and limited training on
sustainability issues, complicating the implementation of comprehensive strategies
(Abdul Karim et al., 2021).
Furthermore, according to the Economic Commission for Latin America and
the Caribbean (ECLAC), there have been achievements in education in Mexico;
however, significant inequalities and obstacles persist in the effective
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implementation of policies that promote sustainability in the education sector
(ECLAC, 2021). Although SDG 4 aims to ensure inclusive, equitable, and quality
education, discrepancies in graduation rates in HE are significant, especially for
students from vulnerable socioeconomic backgrounds.
In various HEIs, sustainability initiatives often depend on isolated efforts by
certain academics or are disconnected from core academic activities, due to a lack
of financial and human resources. As a result, the capacity of these universities to
adopt a holistic approach to sustainability is limited (Žalėnienė & Pereira, 2021),
even though this approach is fundamental for effectively meeting the SDGs
(González-Campo et al., 2022). According to Lim et al. (2022), it is crucial that
university management promotes an organizational culture that favors the
integration of sustainability across all its functions.
Within this framework, HE plays a fundamental role in training leaders to
address the challenges of SD, with students constituting the essential group due to
their potential to contribute to SD in their professional lives and their capacity to
become agents of change in their communities (Tomasella et al., 2022). Accordingly,
it is important to examine the level of knowledge, awareness, and perception of
students regarding sustainability and its practical implementation if it is aspired to
have an informed and committed generation capable of efficiently addressing global
challenges related to sustainability (Abowardah et al., 2024; Ribeiro et al., 2021;
Zwolińska et al., 2022). Furthermore, the importance of promoting innovative
pedagogical methodologies, such as problem-based learning and service-learning, is
emphasized as they facilitate active and reflective understanding of sustainability
for students (Silva-Munar et al., 2021).
In this context, assessing the perceptions of students in HEIs regarding
sustainability is fundamental for strengthening education in this area and adjusting
institutional strategies according to the needs and values of the student community.
Analyzing these perceptions allows for the identification of areas for improvement
in sustainability initiatives, ensuring their effectiveness and relevance; at the same
time, it helps in developing educational programs that encourage action and active
commitment. Additionally, evaluating the impact of these initiatives contributes to
generating success indicators that facilitate decision-making to optimize the
inclusion of sustainability across all areas of the university (Figueroa-García, 2023).
Moreover, it fosters students' commitment to engage and actively participate
in sustainability issues. This commitment is crucial for achieving the SDGs and
training professionals who truly care about SD.
This becomes even more significant when considering that the literature has
shown that student perception varies based on factors such as the semester enrolled,
the affiliated faculty, and prior exposure to content related to SD (Lim et al., 2022).
This highlights the need to constantly evaluate how students view and value
sustainability initiatives at their universities.
Furthermore, various studies have addressed student behavior and attitudes
towards the SDGs, identifying the influence of sociodemographic, motivational, and
contextual variables (Callejón et al., 2022; Ramírez-Franco & Antolín, 2022; Silva-
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Munar et al., 2021). In this regard, Silva-Munar et al. (2021) examined the future
behavioral intentions of Chilean university students regarding the SDGs, employing
the theory of planned behavior. Through a structured questionnaire designed to
assess intention, attitude, subjective norm, and perceived behavioral control (PBC),
they found that students' intentions are partially influenced by their beliefs and
personal motivations.
According to the findings of these authors, attitude and PBC positively
influence students' willingness to engage in actions aligned with the SDGs. Likewise,
the study suggests that implementing formal education programs is not essential to
promote these intentions.
Ramírez-Franco & Antolín (2022) analyzed how business students' attitudes
towards the SDGs changed before and after the COVID-19 pandemic. They used a
questionnaire directed at international students in Spain, asking them to rank 18
items, including the SDGs and an additional objective related to profit maximization.
This allowed them to objectively evaluate the relevance of the SDGs among future
professionals. The findings revealed that, in the long term, students attribute
greater importance to goals linked to environmental and social sustainability.
Although the perception of university students regarding the SDGs has been
the subject of extensive studies globally (Jones et al., 2023; Michalos et al., 2009;
Novieastari et al., 2022), this topic has been less explored in Mexico. Additionally,
there is a lack of specific instruments designed to quantify this perception in the
context of Mexican HEIs.
In this regard, García-Martínez et al. (2022) argue that self-concept
significantly influences the academic performance of university students and is an
essential component when evaluating their perception of the SDGs. This influence
can affect how students engage with topics such as sustainability and SD. It is
emphasized that the cognitive, emotional, and relational skills that constitute the
concept of emotional intelligence can foster the development of transformative
competencies, which are fundamental for promoting sustainable transformations in
individuals and communities (Munir et al., 2023).
Nizar et al. (2019) examined how postgraduate students understand,
experience, and act in relation to ESD. To achieve this, they implemented a
questionnaire based on the research of Michalos et al. (2009) directed at 38 students
from various faculties. The results showed that, although students possess good
knowledge and favorable attitudes towards ESD, their actions reflect only a
moderate commitment. The study also highlights the need to better integrate ESD
into university life to strengthen students' commitment to SD.
On the other hand, Callejón et al. (2022) analyzed the sustainable behavior
of finance students in Spain by adapting the questionnaire from Nizar et al. (2019),
highlighting the influence of sociodemographic factors such as gender, and
evaluating knowledge, attitude, and environmental behavior. The results
demonstrated positive attitudes towards sustainability, although with moderate
knowledge and behavior. They concluded that improving awareness and attitude
could promote sustainable behaviors, underscoring the importance of integrating
sustainability into education.
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The work by Abdul Karim et al. (2021) explored the critical success factors
in knowledge about sustainability among students at the Institutes of Teacher
Education (ITE) in Malaysia. In a similar vein, Diaz et al. (2023) highlighted that the
environmental behavior of university students depends not only on their level of
knowledge about sustainability but also on how they integrate sustainable strategies
into their daily lives and their perceptions of environmental issues. The results
showed that students have a high level of knowledge about sustainability, indicating
that the sustainability program of the ITE has been effective in fostering positive
attitudes and behaviors towards environmental care.
As previously indicated, there have been few studies conducted on this topic
in Mexico. Among the most notable is that of Figueroa-García (2023), which examines
sustainable consumption behavior (SCB) within the university community as an
essential component of Mexican HEIs' contributions to sustainability.
In the research conducted at 14 HEIs in Querétaro, students, professors, and
administrative staff were surveyed using a questionnaire that evaluated factors such
as institutional action, ESD, social influence, and community actions. The findings
highlighted that only social influence and interventions directed towards the
adjacent community are significant determining factors of SCB. Additionally, the
intricate interaction between institutional action, ESD, and physical factors is
recognized.
Based on this review, it can be concluded that there are various global
studies related to measuring student behavior and perception in the context of ESD
and the SDGs. However, this is not the case in the Mexican context, where there is
also a lack of specific instruments designed to capture this perception in Mexican
HEIs.
At the Universidad Autónoma del Carmen (UNACAR), located in the state of
Campeche, Mexico, several strategies and policies are implemented to promote
sustainability in both its academic life and institutional management. However, to
ensure the effectiveness of these initiatives, it is essential to understand how
students perceive sustainability and what academic factors, such as their faculty
affiliation and semester enrolled, influence this perception. The present article aims
to evaluate this perception to identify significant differences and areas for
improvement in educational strategies and institutional sustainability.
Within this contextual framework, this research is particularly important as
it allows for an accurate assessment of how students from UNACAR perceive the
SDGs. This not only enriches academic knowledge in the field of ESD but also provides
a foundation for designing educational and curricular policies for similar institutions
that promote informed and engaged global citizenship. The following section details
the methodology employed for this study.
Methods and materials
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Design
The research was conducted using a quantitative approach with a
comparative-correlational scope. The objective is to evaluate the student
perception at UNACAR towards sustainability, considering the impact of academic
factors such as faculty affiliation and semester enrolled, in order to identify
significant differences and areas for improvement in educational and institutional
sustainability strategies. The design was non-experimental and cross-sectional,
allowing data collection at a single point in time without manipulating variables,
thus identifying patterns of association between them (Creswell and Creswell, 2022;
Hernández-Sampieri and Mendoza-Torres, 2023).
Participants
The population consisted of undergraduate students from four faculties at
UNACAR: Faculty of Chemistry (FC), Faculty of Information Sciences (FIS), Faculty of
Health Sciences (FHS), and Faculty of Educational Sciences (FES). According to
records from the institution's Office of Academic Records, during the January-June
2024 cycle, the total number of active students in these faculties was 3,226.
In this context, the sample selection was carried out using a non-probabilistic
intentional or judgment sampling method, adhering to inclusion criteria such as
being enrolled and active in various higher education programs from the mentioned
faculties, being in one of the considered semesters (second, fourth, sixth, and
eighth), and those who voluntarily accepted to participate.
Graduate students, those with temporary leave, and individuals who did not
completely answer the questionnaire were excluded. This type of sampling is
relevant in research requiring direct access to specific subgroups within a population
(Adeoye, 2023). Table 1 presents the distribution of the student population and the
sample size by faculty, facilitating better analysis.
Table 1
Distribution of the student population and sample size by faculty
School or Faculty
N
n
Faculty of Information Sciences
535
288
Faculty of Health Sciences
1634
423
Faculty of Educational Sciences
539
209
Faculty of Chemistry
518
332
Total Students
3226
1252
Source: Authors' own elaboration.
Note. N = population, n = sample.
Instrument
For data collection, a self-administered questionnaire was used, applied in
person, consisting of two sections. The first section included 13 sociodemographic
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questions, both closed and open-ended. The second section comprised 60 items
grouped into four dimensions: knowledge, attitude, behavior, and perception
regarding institutional strategies towards sustainability.
Validated scales were used to measure different constructs of the study.
First, the original scale by Michalos et al. (2009) was employed, which was later
adapted by Nizar et al. (2019) and Callejón et al. (2022) to assess dimensions related
to students' knowledge, attitude, and behavior towards sustainability. Additionally,
the scale developed by Figueroa-García (2023) was used specifically to measure
student perception regarding institutional strategies aimed at sustainability.
Each scale was selected for its theoretical relevance and underwent a
content validation process through expert judgment, as well as an analysis of
internal reliability within the context of this study. The items were rated using a
seven-point Likert scale, ranging from “strongly disagree” (1) to “strongly agree”
(7). These scales addressed different dimensions of the phenomenon under study
from complementary approaches, allowing for a comprehensive evaluation of
student perceptions regarding institutional factors that affect their academic
experience.
Instrument validity
To ensure content validity, the expert judgment method was used, and the
Aiken's V coefficient was calculated, which quantifies the relevance and
representativeness of each item concerning the theoretical domains of the construct
(Maldonado-Suárez and Santoyo-Telles, 2024). Acceptable values of the coefficient
(V > 0.75) were obtained for each item, indicating that the scale meets the criteria
for relevance and coverage.
Reliability
Reliability was assessed using McDonald’s Omega coefficient, which is
considered more robust than Cronbach's Alpha in contexts with multidimensional
scales and ordinal items (Orçan, 2023). In this regard, Table 2 presents the results
of this analysis, showing scores ranging from 0.86 to 0.93. These values indicate
adequate reliability of the instrument, as they fall within the acceptable range for
measurements in social and educational research.
Table 2
Reliability analysis by dimension
Dimension
No. of
items
McDonald's Omega
Coefficient
Knowledge about sustainability
15 .90
Attitude towards sustainability
15 .86
Behavior towards sustainability
16 .90
Institutional strategies for
sustainability
14 .93
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Source: Authors' own elaboration.
Data analysis
The data were analyzed using IBM SPSS Statistics (version 25). Descriptive
analyses were conducted to characterize students' general perceptions, as well as
inferential analyses to compare scores by faculty and semester. Prior to applying
statistical tests, the assumptions of normality (Kolmogorov-Smirnov) and
homogeneity of variances (Levene) were evaluated, which were not met (p < .05).
Consequently, non-parametric techniques were employed, specifically the Kruskal-
Wallis test for group comparisons and the Games-Howell test for post hoc multiple
comparisons.
Based on the research objectives and the theoretical review conducted, the
following hypotheses were formulated to guide the inferential analysis: student
perception of sustainability dimensions varies significantly according to the school
or faculty they belong to, and student perception of sustainability dimensions varies
significantly according to the semester enrolled.
Results and discussion
Participant characteristics
According to the results, the average age of participants was 20.53 years,
with a standard deviation of 2.05 years. In terms of gender, 52.66% (659) of
participants identified as female, 45.93% (575) as male, and 1.41% (18) as other.
Regarding marital status, 87.14% (1091) of students reported being single, 6.80% (85)
indicated being in a common-law relationship, 5.59% (70) identified as married, and
a minimal proportion of 0.47% (6) did not specify their marital status.
Regarding employment status, 68.89% (863) of students indicated that, at
the time of completing the survey, they were unemployed, while 28.35% (355)
reported having a part-time job, and only 2.76% (35) stated they were employed full-
time. Additionally, 39.80% (498) of students mentioned that both parents were the
main family support, 27.47% (344) indicated it was solely the father, and 22.29%
(279) stated it was only the mother.
General description of student perception towards sustainability
As shown in Table 3, the results indicate that students' perceptions towards
sustainability are generally positive. Specifically, the dimensions of knowledge and
attitude towards sustainability showed higher scores, indicating that students
possess an adequate level of knowledge and a favorable attitude toward
sustainability. On the other hand, the dimensions of behavior towards sustainability
and institutional strategies received slightly lower scores; however, these scores
remain positive, reflecting a favorable perception in these areas as well.
Table 3
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Descriptive statistics of perception dimensions towards sustainability
Dimensions
Minimum
Maximum
Mean (Std. Dev.)
Knowledge about sustainability
1
7
5.28 (1.01)
Attitude towards sustainability
1
7
4.99 (0.97)
Behavior towards sustainability
1
7
4.52 (1.18)
Institutional strategies for sustainability
1
7
4.49 (1.26)
Source: Authors' own elaboration.
Note. Std. Dev. = Standard deviation.
Comparisons by faculty
Furthermore, Table 4 presents the results of the comparative analysis of
student perception towards sustainability by faculty. The results indicate that
students from the FIS have a positive and consistent perception across all evaluated
dimensions, particularly regarding attitudes and behaviors towards sustainability. In
contrast, while students from the FC demonstrate a high level of knowledge, they
show lower scores in terms of behavior and institutional strategies.
Table 4
Comparison of perception dimensions towards sustainability by faculty
Dimensions
Faculty
FIS FHS FES FC
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Knowledge about
sustainability
5.22 (0.02) 5.05 (0.05) 5.35 (0.08) 5.57 (0.07)
Attitude towards
sustainability
5.46 (0.02) 4.68 (0.05) 4.88 (0.06) 5.03 (0.06)
Behavior towards
sustainability
5.44 (0.02) 4.54 (0.05) 4.70 (0.06) 3.59 (0.07)
Institutional
strategies for
sustainability
5.61 (0.02) 4.20 (0.06) 4.50 (0.08) 3.88 (0.07)
Source: Authors' own elaboration.
Note. FIS = Faculty of Information Sciences, FHS = Faculty of Health Sciences, FES =
Faculty of Educational Sciences, FC = Faculty of Chemistry, Std. Dev. = Standard
deviation.
Comparisons by semester
The results presented in Table 5 show a comparison of student perception
towards sustainability across different academic semesters. It was found that
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perceptions of sustainability, in terms of knowledge, attitude, behavior, and
institutional strategies, vary by academic semester.
In this context, it is observed that students in more advanced semesters tend
to have greater knowledge and are more likely to adopt sustainable behaviors.
However, their perceptions regarding institutional strategies are less favorable,
which could reflect a lack of interest from students or a lack of continuous
reinforcement in institutional activities and commitment to sustainability.
Table 5
Comparison of perception dimensions towards sustainability by semester
Dimensions
Semester
2nd
4th
6th
8th
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Mean (Std.
Dev.)
Knowledge about
sustainability
5.30 (0.05) 5.20 (0.04) 5.25 (0.06) 5.49 (0.09)
Attitude towards
sustainability
5.14 (0.04) 4.82 (0.05) 4.98 (0.06) 5.14 (0.09)
Behavior towards
sustainability
4.86 (0.05) 4.55 (0.05) 4.35 (0.07) 5.14 (0.09)
Institutional strategies for
sustainability
4.91 (0.06) 4.40 (0.06) 4.30 (0.08) 4.25 (0.10)
Source: Authors' own elaboration.
Note. Std. Dev. = Standard deviation.
Inferential Analysis
Since the assumptions of normality and homoscedasticity were not met, the
comparison between groups by semester and faculty was conducted using the
Kruskal-Wallis test. Table 6 presents the corresponding results. From these, it can
be determined that there are significant differences in sustainability perception
among the faculties for all evaluated dimensions (p < .001), which may be associated
with specific contextual or academic factors of each academic unit.
Additionally, the analysis of multiple comparisons conducted using the
Games-Howell test provided evidence that students from the FIS have a positive and
consistent perception, while those from the FC exhibit a lower and more variable
level of perception, particularly in the dimensions of behavior and institutional
strategies. These results highlight the importance of adapting educational and
sustainability strategies according to the specific characteristics and needs of each
faculty to improve student perception comprehensively and effectively.
Table 6
Kruskal-Wallis test for comparison of student perception towards sustainability
among faculties
| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
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Dimension
Faculty
FIS FHS FES FC H p
Mdn
(range)
Mdn
(range)
Mdn
(range)
Mdn
(range)
Knowledge
5.20
(2.33)
5.20
(6.00)
5.53
(5.80)
6.00
(6.00)
108.7
7
<.00
1
Attitude
5.45
(1.73)
4.67
(5.87)
5.13
(5.13)
5.20
(6.00)
143.4
0
<.00
1
Behavior
5.44
(2.13)
4.50
(5.69)
4.88
(5.31)
3.72
(6.00)
399.3
3
<.00
1
Institutional
strategies
5.64
(1.57)
4.07
(5.79)
4.79
(5.79)
3.93
(6.00)
375.7
8
<.00
1
Source: Authors' own elaboration.
Note. FIS = Faculty of Information Sciences, FHS = Faculty of Health Sciences, FES =
Faculty of Educational Sciences, FC = Faculty of Chemistry, Mdn = median.
Regarding the comparison of student perception toward sustainability
according to the academic semester completed, significant differences were
similarly found across all dimensions, as shown in Table 7. Moreover, according to
the Games-Howell test for multiple comparisons, it can be noted that, in general,
eighth-semester students show a higher degree of knowledge and slightly more
positive attitudes; however, they report the lowest levels in behavior and perception
regarding institutional strategies for sustainability. In contrast, second-semester
students have more favorable perceptions concerning strategies and sustainable
behaviors.
Table 7
Kruskal-Wallis test for comparison of student perception towards sustainability
based on semester enrolled
Dimensions
Semester
H p
2nd
4th
6th
8th
Mdn
(range)
Mdn
(range)
Mdn
(range)
Mdn
(range)
Knowledge
5.33
(6.00)
5.27
(5.53)
5.33
(5.73)
5.67
(6.00)
20.4
4
<.00
1
Attitude
5.27
(5.87)
4.93
(5.87)
5.20
(5.47)
5.33
(6.00)
32.3
5
<.00
1
Behavior
5.13
(5.25)
4.63
(5.69)
4.69
(5.44)
4.38
(6.00)
43.2
6
<.00
1
Institutional
strategies
5.29
(5.79)
4.43
(6.00)
4.50
(5.64)
4.29
(5.79)
56.7
8
<.00
1
| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
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Source: Authors' own elaboration.
Note. Mdn = median.
The findings of this study indicate that the academic context significantly
influences student perception towards sustainability. In particular, the semester
enrolled emerges as a determining factor in how students value the principles of
sustainable development.
This result aligns with the observations made by Michalos et al. (2009) and
Callejón et al. (2022), who identify that, in addition to gender, the semester
completed has a significant impact on students' perception and valuation of
sustainability. Furthermore, it is consistent with the findings of Nizar et al. (2019),
indicating that as students progress in their academic journey, their level of
knowledge about sustainability increases, but their practical commitment and
confidence in institutional strategies decrease. This could reflect changes in
exposure to sustainability-related content or experiences throughout their academic
trajectory.
This pattern can be partially explained by the discontinuous exposure to
sustainability-related content over the academic path. While the early stages of
education may provide a motivating introduction to the SDGs, later semesters might
dilute this theme or treat it in isolation, limiting meaningful appropriation.
Tomasella et al. (2022) and Silva-Munar et al. (2021) point out that this lack of
integration in training programs weakens the link between acquired knowledge and
the transformative action expected from university students.
Moreover, the results reflect significant differences according to the faculty
affiliation, reinforcing the idea that the immediate environment—including the
curriculum, teaching methodologies, and organizational culture—directly influences
how students perceive sustainability. In this regard, students from faculties with a
greater integration of socio-environmental content or more visible institutional
practices in this field exhibited attitudes and behaviors more consistent with a
sustainable culture. This concurs with the documentation by Lim et al. (2022) and
Abowardah et al. (2024), who state that meaningful educational experiences aligned
with sustainable development principles generate greater involvement and a sense
of belonging among students.
The study also reaffirms the importance of strengthening the connection
between academic training and institutional sustainability actions. As warned by
Figueroa-García (2023) and Jabeen (2024), a gap between institutional discourse and
the daily experiences of students can generate distrust and disengagement.
Therefore, it is essential to design university policies that integrate sustainability as
a transversal and cultural axis—not only as a curricular content but as a guiding
principle of management, research, and community engagement.
Consequently, it can be concluded that the academic context, defined by
the faculty and semester enrolled, significantly influences students' perceptions
towards sustainability. These academic factors can shape how students understand
and value sustainable practices, suggesting the need for differentiated educational
strategies that consider the particularities of each faculty and the level of academic
progress. Adapting sustainability educational initiatives to these specific contexts
| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
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could strengthen students' awareness and commitment to sustainability throughout
their university education.
Finally, academic factors, specifically faculty affiliation and semester
enrolled, not only condition the level of knowledge or attitude towards sustainability
but also shape the interpretive framework from which students engage with the
concept of sustainable development. Considering these variables in the design and
implementation of educational strategies can contribute to forming a more critical,
informed, and engaged university citizenry regarding current global challenges.
Conclusions
This study addresses the integration of sustainability in HE and highlights
that the academic context, determined by faculty and semester enrolled,
significantly influences student perception. This understanding allows for identifying
that, to achieve better results in the adoption of these practices, it is important to
consider the specific characteristics of each faculty and the level of academic
progress.
Among the limitations of the study is the use of non-probabilistic judgment
sampling, which may limit the generalization of results to the entire student
population of the university. Additionally, the cross-sectional design prevents
establishing causal relationships between the studied variables and perceptions of
sustainability.
One of the strengths of the study lies in the inclusion of a large sample of
students from various faculties and academic levels, allowing for a detailed
comparative analysis of the perception toward sustainability. However, a potential
area for improvement would be the incorporation of a longitudinal approach to
assess the evolution of perception over time and under the influence of different
educational strategies.
This study contributes to the literature on education for sustainability by
demonstrating the need to adapt educational strategies according to specific
academic contexts. In this sense, future studies could explore more deeply how
additional factors, such as gender or participation in extracurricular activities
related to sustainability, influence student perception.
To continue this line of research, the implementation of a longitudinal design
is proposed to assess the impact of educational strategies on students' perception
and sustainable behavior throughout their academic journey. Additionally, it would
be useful to expand the analysis to other universities to compare results and explore
whether the observed differences are consistent across various academic contexts.
This research reinforces the importance of an adaptable and specific
educational approach to foster a culture of sustainability in the university
environment, highlighting the need for personalized strategies that address the
needs and particular characteristics of each academic group.
| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
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| Alonso Contreras Avila | Myrna Delfina López Noriega | Limberth Agael Peraza Pérez |
Antonia Margarita Carrillo Marín |
About the main author
Alonso Contreras Avila:
h
e is a professor at the Faculty of Economic and
Administrative Sciences at the Autonomous University of Carmen, a member of the
Academic Body for Innovation in Organizations and the Academy of Statistics. He
holds a PhD in Administrative Sciences, a Master's degree in Finance, and a Bachelor's
degree in Marketing. He is a member of the National System of Researchers of
CONAHCYT (National Council of Researchers) at the level of Candidate.
Declaration of author responsibility
Alonso Contreras Avila 1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Myrna Delfi
na López Noriega 2:
Conceptualization, Research, Methodology,
Supervision, Review and Editing.
Limberth Agael Peraza Pérez 3:
Conceptualization, Data Curation, Writing/Original
Draft and Writing, Review and Editing
.
Antonia Margarita Carrillo Marín 4:
Meth
odology, Supervision, Writing/original draft
and Writing, review and editing
.
Financing:
Special Acknowledgments:
