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The aim of the research was to diagnose the curricular approach to sustainability among faculty members at Universidad Técnica del Norte, Ibarra, Ecuador to implement a training program for teachers from diverse knowledge domains. An online survey was administered to 226 teachers representing all faculties, and it constituted 41.5% of the total faculty population. A total of 77% of educators reported that always, almost always, and occasionally they address sustainability content into their pedagogical practices. Regarding the sustainable development goals, Education and Health and Well-being objectives were the most addressed, in correspondence with the disciplinary areas of the teachers surveyed. Prevalent strategies employed to address these issues were case studies, classroom projects, Problem-Based Learning (PBL), virtual forums, and article analysis. The training program comprised both theoretical and practical components, involving the implementation of sustainability-related curricular plans within the instructional activities of varied courses. The validation of the program was conducted with the participation of 22 educators across six faculties, and this substantiates its efficacy in strengthening micro-curricular sustainability integration within university teaching.

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Sustainability Curricular Implementation and Teacher Training at Universidad Técnica del Norte, Ecuador

  • 章节

  • 发表日期：

    2026年

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  • José Alí Moncada Rangel,
  • Widmark Enrique Báez Morales,
  • Sandra Mariana Guevara Betancourt,
  • Miguel Edmundo Naranjo Toro

摘要

The aim of the research was to diagnose the curricular approach to sustainability among faculty members at Universidad Técnica del Norte, Ibarra, Ecuador to implement a training program for teachers from diverse knowledge domains. An online survey was administered to 226 teachers representing all faculties, and it constituted 41.5% of the total faculty population. A total of 77% of educators reported that always, almost always, and occasionally they address sustainability content into their pedagogical practices. Regarding the sustainable development goals, Education and Health and Well-being objectives were the most addressed, in correspondence with the disciplinary areas of the teachers surveyed. Prevalent strategies employed to address these issues were case studies, classroom projects, Problem-Based Learning (PBL), virtual forums, and article analysis. The training program comprised both theoretical and practical components, involving the implementation of sustainability-related curricular plans within the instructional activities of varied courses. The validation of the program was conducted with the participation of 22 educators across six faculties, and this substantiates its efficacy in strengthening micro-curricular sustainability integration within university teaching.