El desarrollo sostenible y su incidencia en la enseñanza desde la perspectiva de los docentes en instituciones de Educación Superior en Ecuador
DOI:
https://doi.org/10.53732/rccsociales/e701120Palabras clave:
Competencia profesional, desarrollo sostenible, educación superior, educación ambiental, formación, innovaciónResumen
El desarrollo sostenible es un eje clave en la educación superior, pues permite formar ciudadanos con conciencia crítica y compromiso ambiental. El objetivo fue analizar la percepción del desarrollo sostenible y la autoeficacia docente en instituciones de educación superior ecuatorianas. Se utilizó un enfoque cuantitativo con un diseño no experimental, transversal y correlacional. Se aplicó una encuesta a una población de 125 docentes con una muestra de 95 participante mediante un muestreo aleatorio simple. Se aplicó un cuestionario sobre desarrollo sostenible en la educación superior de Leal et al., conformado por 18 ítems distribuidos en 3 dimensiones: Incorporación y promoción de la sostenibilidad, Cambio climático y medioambiental y Participación del profesorado de la Educación Superior en actividades relacionadas con la sostenibilidad. Se emplearon análisis descriptivos, correlacionales y regresión lineal para determinar la relación entre las variables. Los resultados evidenciaron una correlación significativa entre la participación en sostenibilidad y el sentido de eficacia docente r=0.690. Sin embargo, persisten brechas en la formación específica y la aplicación práctica de estrategias de enseñanza sostenible. Se concluye que la educación superior ecuatoriana debe fortalecer programas de formación docente en sostenibilidad.
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