¹Valdez-Tribolet, María del Socorro,²Ramírez-García, Adán Guillermo

¹Dr. in Education, Professor at Universidad Tecnológica del Sur de Sonora, Mexico. ²Consejo Nacional de Humanidades, Ciencias y Tecnologías, Research Professor at Universidad Autónoma Chapingo, Mexico.

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i12n09

Google Scholar Download Pdf
ABSTRACT

The objective of the research was to design and validate an instrument that delimits the degree of knowledge, attitudes and behaviors for sustainability among students entering the University. The methodology used has a non-experimental, transversal and descriptive design of a diagnostic and quantitative nature. The results highlight the design and validation of a 33-item instrument that can be used in different contexts and educational levels. It is concluded that knowledge alone is not enough, but also a positive change in people's attitudes, demonstrating behaviors, customs and lifestyles in favor of the environment.

KEYWORDS:

University, knowledge, attitudes, behavior, pro-environmental.

REFERENCES

1) Cebrián, G. (2020). Education for sustainable development in the university curriculum: a cooperative action-research with faculty. Iberoamerican journal of higher education, 11(30), 99-114. https://doi.org/10.22201/iisue.20072872e.2020.30.590

2) Ramos Torres, D. (2021). Contribution of higher education to the Sustainable Development Goals from teaching. Spanish Journal of Comparative Education, 2020(37), 89-110.

3) Osorio-Vélez, B., & Durango-Marín, J. (2022). Global competence for sustainable development: an opportunity for higher education. Lattice, 18(1), e7641.

4) Martínez-Aznar, J., Calvo Sevillano, G., & Sánchez-León, N. (2022). Environmental literacy and ecosocial crisis: design and validation of a questionnaire for 4th ESO. Journal of research in education, 20(2), 257-273.

5) Apanovich, N., Asare Okyere, S., Mensah, S., & Kusi Frimpong, L. (2023). Education for sustainable development: Societal benefits of a community garden project in Tucson, Arizona. Societal Impacts, 1(2023), 100011. https://doi.org/10.1016/j.socimp.2023.100011

6) Schmitt Figueiró, P., Mülling Neutzling, D., & Lessa, B. (2022). Education for sustainability in higher education institutions: A multi-perspective proposal with a focus on management education. Journal of Cleaner Production, 339(2022), e130539. https://doi.org/10.1016/j.jclepro.2022.130539

7) Ahmed, G. Abo-Khalil. (2024). Integrating sustainability into higher education challenges and opportunities for universities worldwide. Heliyon, 10(2024), e2994. https://doi.org/10.1016/j.heliyon.2024.e29946

8) Guerrero Fernández, A., Rodríguez Marín, F., Solís Ramírez, E., & García Díaz, J. E. (2022). Validation of an Environmental Literacy questionnaire through expert judgment. Eureka Journal on Science Education and Outreach, 19(3), 310101-310121. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i3.3101

9) Simangele, D., Solomon G., & Tesfamichael T. (2021). Socio-demographic determinants of environmental attitudes, perceptions, place attachment, and environmentally responsible behaviour in Gauteng province, South Africa, Scientific African, 12(2021), e00772. https://doi.org/10.1016/j.sciaf.2021.e00772

10) Mendoza, M., Castillo, I., Montes-Rentería, R. (2022). Youth learning agriculture in rural communities of Veracruz, Mexico. Revista Temario Científico, 2(1), 39-49. DOI: https://doi.org/10.47212/rtcAlinin.1.2.4

11) Rentería-Vera, J. A., Hincapi-Montoya, E. M., Rodríguez-Caro, Y. J., Vélez-Castaneda, C. K., Olivera Carhuaz, E., Pulido Capurro, V., & Yupanqui Lorenzo, D. (2020). Responsible environmental behavior and attitude among university students in Lima, Peru. Apuntes Universitarios, 11(1), 123-139. https://doi.org/10.17162/au.v11i1.559

VOlUME 03 ISSUE 12 DECEMBER 2024