Indicators of sustainability in educational practice: Perception of teachers and students of UAGro-Mexico

Abstract

Teachers and university students require knowledge to generate positive changes and to overcome environmental challenges through innovative and relevant research. The Autonomous University of Guerrero lacks reliable methodologies and instruments required to evaluate progress towards sustainable development. This research proposes sustainability indicators as substantive functions at the educational levels of high school, bachelor's degree, and postgraduate study. Indicators were developed via two surveys of 63 teachers and 511 students from four educational programs. Data processing was undertaken using SPSS 21 and Excel 2011. The results show that the environment was ranked more highly than the social and economic indicators. In terms of the participants, the functions of extension (61%), research (58%), teaching (45%), and management (43%) were ranked higher for students; in relation to teachers, research (15%), extension (18%), and teaching (43%) were ranked lower. It was concluded that students show greater socio-environmental concern, while teachers focus more on teaching rather than on the other substantive functions. These results represent relevant and well-founded information that can be used to make decisions that lead the university toward sustainability.