ODS Mainstreaming the Sustainable Development Goals in the Business Administration Program at the Faculty of Accounting and Administration – UASLP.
DOI:
https://doi.org/10.58493/ecca.2025.3.2.13Keywords:
Sustainable Development Goals, higher education, university curriculum, Problem-Based Learning, institutional assessment, SEAES.Abstract
This article analyzes the relevance of incorporating the Sustainable Development Goals (SDGs) into university programs through a case study of the Bachelor's Degree in Administration at the Autonomous University of San Luis Potosí. Using a mixed methodology with a qualitative emphasis, a positive assessment of the SDGs was identified among faculty and students, although with little formal presence in the curriculum. A gradual integration strategy is proposed that articulates the redesign of key subjects, the use of Problem-Based Learning (PBL), and sustainability as a cross-cutting theme. The proposal seeks to strengthen critical, ethical, and contextualized training, contributing to continuous improvement and curricular relevance. The proposed model can be replicated in other higher education institutions interested in mainstreaming sustainability from a pedagogical approach that promotes meaningful learning and an institutional culture committed to the 2030 Agenda.
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