Exploratory study on the inclusion of ESD in university education.

Abstract

The 2030 Agenda and its Sustainable Development Goals (SDGs) highlight the importance of Education for Sustainable Development (ESD) as a transformative tool in the educational field. This exploratory study analyzes the level of knowledge, perceptions, and needs of university faculty regarding the SDGs, with the aim of identifying barriers and opportunities to enhance their inclusion in higher education. Using a questionnaire adapted for faculty members at the University of León (Spain) and the University of Lorraine (France), data were collected on knowledge, pedagogical methodologies, willingness, and training in ESD. Among the 124 responses, 94.4% of faculty at the University of León reported being familiar with the SDGs, compared to 37.1% at the University of Lorraine. However, fewer than half were familiar with methodologies to integrate the SDGs into their teaching, and 66% highlighted the need for specific training. The main barriers identified include lack of time, resources, and institutional support, while training emerged as a top priority. Faculty members showed a positive disposition toward integrating the SDGs, but still face significant challenges to implement them effectively. Moreover, the study reveals no significant differences in SDG perception based on years of experience or academic discipline, but it does find differences by gender, with women showing greater sensitivity to social issues. The study concludes that institutions must implement comprehensive strategies to train faculty, provide curricular flexibility, and promote interdisciplinarity in SDG teaching, thereby ensuring an educational impact aligned with the goals of the 2030 Agenda.