The United Nations warns of adverse effects on people and nature due to the global climate emergency. It is a duty to promote collective actions of social responsibility, such as environmental education and good environmental practices, to promote conscious actions in favor of nature. The Research, Development and Innovation Group: Disruptive Education of the Universidad Tecnológica Empresarial de Guayaquil (UTEG) has carried out the second phase of the research on the adoption of good environmental practices in Ecuadorian educational institutions. The objective was to determine the practice of actions and initiatives in five dimensions: water, energy, solid waste, paper use and mobility. The paradigmatic approach has been quantitative, field, cross-sectional and probabilistic. The hermeneutic-dialectical circle was used in the first phase of literature analysis. Out of an academic population of 2931 UTEG graduate students, a sample of 246 was interviewed. Among the results, areas for improvement were identified to promote sustainability in educational institutions. It is evident that the dimensions with the highest degree of implementation of good practices are those referring to water and energy, where knowledge and application has been more than 65%; despite the fact that more than 50% report that institutions do not implement policies in favor of these actions. It is striking that 61% say that institutions promote recycling only sometimes (43%) or not at all (18%). However, 63% of paper is reused. Among the positive aspects, 91% of the institutions have green areas; has an environmental risk management plan, 73%; promote the participation of the educational community in environmental conservation activities by 80%; less than half of the participants indicate that the institutions carry out educational activities related to the protection of the environment. The least attended dimension is mobility; most teachers perceive the incentives, plans, information, training or action of the institutions as insufficient. In conclusion, despite the fact that good environmental practices are applied in educational institutions, there is room for improvement. Environmental education faces challenges such as lack of resources, teacher training, comprehensive, holistic, interdisciplinary and transversal approach in the teaching of these topics; close the gap between theoretical content and good practices to transition to sustainability as an imperative for socially responsible action by educational institutions.