Agenda 2030 na UNACAR: percepção dos alunos com base no contexto académico
DOI:
https://doi.org/10.5281/zenodo.16896053%20%20Palavras-chave:
sustentabilidade, ensino superior, desenvolvimento sustentávelResumo
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.
Downloads
Referências
Abdul Karim, A., Abdullah, S., Mohd Ayub, A. y Sharaai, A. (2021). Critical Success Factors of Knowledge on Sustainability in Malaysian Higher Education. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(5), 74–83. http://dx.doi.org/10.17762/turcomat.v12i5.732
Abowardah, E., Labib, W., Aboelnagah, H. y Nurunnabi, M. (2024). Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia. Sustainability, 16(4). https://doi.org/10.3390/su16041483
Adeoye, M. (2023). Review of Sampling Techniques for Education. ASEAN Journal for Science Education, 2(2), 87-94. https://ejournal.bumipublikasinusantara.id/index.php/ajsed/article/view/230/214
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette‑Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P. y Zint, M. (2021). Key competencies in sustainability in higher education toward an agreed-upon reference framework. Sustainability Science, 16, 13-29. https://doi.org/10.1007/s11625-020-00838-2
Callejón, A., Rosales, A., Torroba, M. y Lorente, E. (2022). Un análisis del comportamiento sostenible de los estudiantes universitarios de finanzas y contabilidad. En IX Jornada Internacional AECA sobre Valoración, Financiación y Gestión de Riesgos: Actas IX Jornada Internacional-Cuenca 2022 (p. 31). Asociación Española de Contabilidad y Administración de Empresas, AECA. https://dialnet.unirioja.es/servlet/articulo?codigo=8481770&orden=0&info=link
Caputo, F., Ligorio, L., y Pizzi, S. (2021). The Contribution of Higher Education Institutions to the SDGs An Evaluation of Sustainability Reporting Practices. Administrative Sciences, 11(3), 97. https://doi.org/10.3390/admsci11030097
Cardeño Portela, N., Cardeño Portela, E. J., & Bonilla Blanchar, E. (2023). TIC y transformación académica en las universidades. Región Científica, 2(2), 202370. https://doi.org/10.58763/rc202370
Comisión Económica para América Latina y el Caribe (CEPAL). (2021). Educación y sostenibilidad en América Latina y el Caribe: Desafíos y oportunidades para una transformación inclusiva. CEPAL. https://repositorio.cepal.org/bitstreams/ea5665bd-468c-4864-ba3c-0c890651f617/download
Creswell, J. W., y Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). SAGE.
Diaz, M., Bajo-Sanjuan, A., Gil, Á., Rosales-Pérez, A., y Marfil, L. (2023). Environmental behavior of university students. International Journal of Sustainability in Higher Education, 24(7), 1489-1506. https://doi.org/10.1108/ijshe-07-2022-0226
Figueroa-García, E. (2023). Factores que determinan el comportamiento sustentable en las instituciones de educación superior. Un modelo para Querétaro, México. Revista iberoamericana de educación superior, 14(39), 55-76. https://doi.org/10.22201/iisue.20072872e.2023.39.1529
Filho, W., Amaro, N., Ávila, L., Brandli, L., Damke, L., Vasconcelos, C., Hernandez-Diaz, P., Frankenberger, F., Fritzen, B., Velazquez, L., y Sálvia, A. (2021). Mapping sustainability initiatives in higher education institutions in Latin America. Journal of Cleaner Production, 315, 128093. https://doi.org/10.1016/J.JCLEPRO.2021.128093
Fuchs, P., Finatto, C., Birch, R., De Aguiar Dutra, A., y De Andrade Guerra, J. (2023). Sustainable Development Goals (SDGs) in Latin-American Universities. Sustainability, 15, 8556. https://doi.org/10.3390/su15118556
García-Martínez, I., Augusto-Landa, J., Quijano-López, R., y León, S. (2022). Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement. Frontiers in Psychology, 12, 747168. https://doi.org/10.3389/fpsyg.2021.747168
González-Campo, C., Ico-Brath, D. y Murillo-Vargas, G (2022). Integración de los objetivos de desarrollo sostenible (ODS) para el cumplimiento de la agenda 2030 en las universidades públicas colombianas. Formación Universitaria, 15(2), 53-60. http://dx.doi.org/10.4067/S0718-50062022000200053
Hernández-Sampieri, R., y Mendoza-Torres, C. P. (2023). Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. (2.ª ed.). McGraw-Hill Interamericana.
Jabeen, F. (2024). The Alignment of Universities With Sustainable Development Goals: How Do Academics Perceive the Progress (Not) Made? IEEE Transactions on Engineering Management, 71, 13545-13557. https://doi.org/10.1109/TEM.2022.3183016
Jiménez-Pitre, I., Molina-Bolívar, G., & Gámez Pitre, R. (2023). Visión sistémica del contexto educativo tecnológico en Latinoamérica. Región Científica, 2(1), 202358. https://doi.org/10.58763/rc202358
Jones, T., Mack, L., y Gómez, O. (2023). Students’ perspectives of sustainable development goals in a Japanese higher education institute. International Journal of Sustainability in Higher Education, 25(1), 182-201. https://doi.org/10.1108/ijshe-12-2022-0380
Lim, C., Haufiku, M., Tan, K., Ahmed, M., y Ng, T. (2022). Systematic Review of Education Sustainable Development in Higher Education Institutions. Sustainability. https://doi.org/10.3390/su142013241
López González, Y. Y. (2023). Aptitud digital del profesorado frente a las competencias TIC en el siglo XXI: una evaluación de su desarrollo. Región Científica, 2(2), 2023119. https://doi.org/10.58763/rc2023119
López-Leyva, S. (2024). La educación de América Latina percibida desde el objetivo 4 de los objetivos del desarrollo sostenible (ODS). Información Tecnológica, 35(2), 23-36. http://dx.doi.org/10.4067/S0718-07642024000200023
Maldonado-Suárez, N., y Santoyo-Telles, F. (2024). Validez de contenido por juicio de expertos: Integración cuantitativa y cualitativa en la construcción de instrumentos de medición. REIRE Revista d’Innovació I Recerca En Educació, 17(2), 1–19. https://doi.org/10.1344/reire.46238
Michalos, A., Creech, H., McDonald, C. y Kahlke, M. (2009). Measuring Knowledge, Attitudes and Behaviours towards Sustainable Development: Two Exploratory Studies. International Institute for Sustainable Development. https://www.iisd.org/system/files/publications/measuring_knowledge_sd.pdf
Munir, S., Shakeel, M., y Waheed, K. (2023). The Importance of Emotional Intelligence for Transformational Leaders: A Critical Analysis. Pakistan Journal of Humanities and Social Sciences, 11(1), 332-339. https://doi.org/10.52131/pjhss.2023.1101.0353
Nizar, N. M., Ab Mutalib, N. H., y Taha, H. (2019). The status of knowledge, attitude, and behaviour of postgraduate students towards Education for Sustainable Development (ESD). Jurnal Pendidikan Sains Dan Matematik Malaysia, 9(2), 35-41. https://doi.org/10.37134/jpsmm.vol9.2.5.2019
Novieastari, E., Pujasari, H., Rahman, L., Ganefianty, A., y Rerung, M. (2022). Knowledge, perception, and awareness about Sustainable Development Goals (SDGs) among students of a public university in Indonesia. International Journal of Health Promotion and Education, 60(4), 195-203. https://doi.org/10.1080/14635240.2022.2066557
Orçan, F. (2023). Comparison of Cronbach’s Alpha and McDonald’s Omega for ordinal data: Are they different? International Journal of Assessment Tools in Education, 10(4), 709-722. https://doi.org/10.21449/ijate.1271693
Pacheco-Peralta, N., Viteri-Chiriboga, E., Fuenzalida-Moreno, U., y Marchan-Rodríguez, F. (2022). El Modelo de Gestión y Responsabilidad Social Universitaria en cumplimiento de los Objetivos de Desarrollo Sostenible 2030. Polo del Conocimiento, 7(6), 1989-2001. https://doi.org/10.23857/pc.v7i6.4176
Ramírez-Franco, J. y Antolín, R. (2022). Evolución de las actitudes de los estudiantes de empresariales hacia los Objetivos de Desarrollo Sostenible: Un análisis pre y post pandemia. Revista Educativa HEKADEMOS, (33), 32-39. https://www.hekademos.com/index.php/hekademos/article/view/70
Ribeiro, J., Hoeckesfeld, L., Magro, C., Favretto, J., Barichello, R., Lenzi, F., Secchi, L., De Lima, C., y De Andrade Guerra, J. (2021). Green Campus Initiatives as sustainable development dissemination at higher education institutions: Students’ perceptions. Journal of Cleaner Production, 312, 127671. https://doi.org/10.1016/J.JCLEPRO.2021.127671
Shava, G., Mkwelie, N., Ndlovu, M., y Zulu, E. (2023). Higher Education Institutions’ Sustainable Development towards Agenda 2030: A Global Goals in Policy and Curriculum. International Journal of Research and Innovation in Social Science, 74(4), 1320-1336. https://doi.org/10.47772/ijriss.2023.7510
Silva-Munar, J., Galleguillos-Cortés, C., Hurtado-Cailly, R. y Saavedra-Godoy, A. (2021). Intención del comportamiento de estudiantes relacionada a los objetivos de desarrollo sostenible, basado en la teoría del comportamiento planificado. Estudios pedagógicos (Valdivia), 47(1), 157-173. https://dx.doi.org/10.4067/S0718-07052021000100157
Tomasella, B., Wylie, A., y Gill, D. (2022). The role of higher education institutions (HEIs) in educating future leaders with social impact contributing to the sustainable development goals. Social Enterprise Journal, 19(4), 329-346. https://doi.org/10.1108/sej-03-2022-0027
Vindigni, G. (2024). Overcoming Barriers to Inclusive and Equitable Education: A Systematic Review Towards Achieving Sustainable Development Goal 4 (SDG 4). European Journal of Arts, Humanities and Social Sciences, 1(15), 3-47. https://doi.org/10.59324/ejahss.2024.1(5).01
Wiek, A. y Redman, A. (2022). What Do Key Competencies in Sustainability Offer and How to Use Them. In: Vare, P., Lausselet, N., Rieckmann, M. (eds) Competences in Education for Sustainable Development. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-91055-6_4
Žalėnienė, I., y Pereira, P. (2021). Higher Education for Sustainability: A Global Perspective. Geography and Sustainability, 2(2), 99-106. https://doi.org/10.1016/J.GEOSUS.2021.05.001
Zwolińska, K., Lorenc, S., y Pomykała, R. (2022). Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula. Sustainability, 14(4), 3398. https://doi.org/10.3390/su14063398
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Estrategia y Gestión Universitaria
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
