Education for Sustainability: Teaching Strategies and their Impact on SDG 4
Abstract
This study analyzes a didactic strategy aimed at training students in sustainable development and contributing to Sustainable Development Goal (SDG) 4 of the 2030 Agenda. It argues that education for sustainable development requires a participatory and applied approach, going beyond the transmission of theoretical knowledge. The research adopts a mixed-method approach, combining problem-based learning (PBL) and project-based learning (PjBL). The study was conducted with students from the Escuela Superior de Comercio y Administración (ESCA) Tepepan at the Instituto Politécnico Nacional (IPN), enrolled in the Public Accounting and International Business programs. As an instrument, a teaching resource was used, designed to promote critical thinking and incorporate scalable standards into local, regional, and global contexts to integrate the environmental, social, and economic dimensions of sustainability. The results show that 82.6% of the students developed skills to assess sustainability in their environment and collaboratively propose scalable, well-founded solutions. Additionally, a shift was identified in their perception of the relationship between the economy and the environment, as evidenced by the improvement proposals they developed. In conclusion, incorporating autonomous and hands-on learning strategies can strengthen sustainability education. Furthermore, teaching sustainable practices should foster creativity, innovation, and leadership in future professionals.
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References
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