InMedia is a project under the Erasmus+ programme for cooperation in innovation and good practices among strategic partnerships. The aim of the proposal has been to promote cooperative work between participatory media and other European audiovisual and communication agents to encourage the inclusion of people in vulnerable situations or suffering from social exclusion. Its main challenge has been training in methodologies for the creation of inclusive audiovisual content and its transfer to participating entities, in order to achieve more integrated environments that take into account the diversity and participation of groups at risk of exclusion and a high degree of vulnerability, who are usually relegated to the background in the daily work of the media.
This paper aims to share the experience of the Polytechnic University of Valencia (UPV) in integrating the Sustainable Development Goals (SDGs) into education, research and institutional governance through various programmes promoted by the Centre for Development Cooperation (CCD). The CCD is the UPV structure responsible for promoting development cooperation policies. Since its creation in 2000, it has encouraged the university community to participate in cooperation actions and projects, contributing to the Millennium Development Goals and, since 2015, to the Sustainable Development Goals. Since the approval of the 2030 Agenda, initiatives aimed at the entire university community have been incorporated into the office's management to promote the university's contribution to the achievement of the SDGs. The work reviews the university context in the implementation of the 2030 Agenda, the difficulties and opportunities for universities to incorporate the contents of the Agenda into formal teaching, research and governance through the lens of Development Cooperation policies.
The transformation towards a sustainable development model entailed by the 2030 Agenda of the United Nations involves global challenges, in which the engagement of multiple actors is needed. Education is a key vector to train citizens to consider sustainability and to incorporate it in their professional profiles. Sustainable Development Goals (SDGs) show a clear urban dimension because cities are places of opportunities, but they also concentrate the main social and environmental problems. Taking into account the slogan of leaving no place behind, it is necessary to adapt to each of the territories; indeed, to locate the SDGs. In this process, the urban agenda becomes useful as a tool for strategic reflection and planning. Among the local actors, the role of municipal governments and universities stands out. In the case of the university, it can promote sustainability both as a social actor and through its traditional functions of teaching and research. This paper approaches to the 2030 Agenda from the teaching dimension. Thus, it is based on an experience of university teaching innovation addressed to sustainable development in a subject of the Degree in Economics. It is a service-learning project, an active methodology that consists of learning by providing a service to the community, focused on knowing the situation of the SDGs in Santiago de Compostela within the framework of the elaboration of its Urban Agenda 2030. It can be considered a curricular sustainability initiative from a bottom-up approach. Sustainable development is included in the teaching program through the four core elements of competences, contents, methodology and evaluation, in accordance with the holistic approach of education for sustainable development. In addition, this experience extends over six academic years. The paper also describes the experience and its main results, both from the perspective of service provision to the local community, as well as the improvement in the acquisition of knowledge and transversal competences.
The Higher Education Institutions (HEIs) play a predominant role in the implementation of the Sustainable Development Goals (SDGs) and thus seek to reduce the environmental impact and inequity of our society. HEIs, by addressing different strategies of interaction with society in their academic programs, encourage the development of sustainable competencies in students. Little is known about the transformation of students after their exposure to sustainability issues and some authors have identified the need for further research on this topic. This study presents a comparative assessment of sustainability competencies in university students from two different contexts: Ecuador and Spain. Through an analysis of averages and clusters, the results show that there are no differences between the students' perceptions in relation to the importance of sustainability in the different contexts, although there are differences in the methodologies they value most. In relation to the groups identified, it is shown that the social dimension is more highly valued regardless of the level of awareness.
This article exposes the progress of Chilean higher education institutions towards the Sustainable Development Goals (SDGs), evaluated through the Report and Evaluation of Sustainability in Higher Education Institutions (RESIES) tool, developed by the Red Campus Sustentable de Chile, an organization that brings together 41 higher education institutions in Chile and Latin America. The results shown here correspond only to Chilean institutions. It does not try to provide a theoretical framework regarding the relationship SDG Higher Education, it only intends to inform the state of progress in 36 Chilean higher education institutions. First, the relationship between the different variables considered in the tool and the SDG goals to which it contributes, defined through joint work between professionals from the Sustainable Campus Network and the Ministry of Social Development and Family, national technical unit, is shown. Subsequently, the results obtained in the 2021 application of RESIES are shown in summary form. The results show the incipient progress in this field; both at the institution and SDG level, although there are specific institutions that achieve high compliance in some SDG, in general the degree of progress, out of a total of 100 points, reaches 31. In the conclusions, it tries to explain the reason for this situation, linked to the incipient progress of sustainability in Chilean higher education.
