Inclusion of Sustainability in University Classrooms through Methodology

Abstract

The aim of this paper is to presents an analytical instrument (HAMS, in its Spanish acronym), aimed at the study of teaching methods and the inclusion of Education for Sustainable Development (ESD) in university classrooms. HAMS is based on a review of studies focused on this field, and the process of developing had revealed methodological strategies in this regard. The focus of HAMS is the study of teaching and decision making in university classrooms, at both planning and intervention levels. Its development is part of a study that analyses the methodological strategies from the perspective of the values of ESD, and on the basis of the principles of complexity. HAMS should be useful for university teachers when analysing and reflecting on their teaching practice. Also, HAMS may be of use to university authorities to detect obstacles in the performance of their instructors, and to plan and design activities that allow for the inclusion of ESD in their centres. This activity has been identified as one of the priority areas for action in higher education because of its direct impact on the formation of future professionals.