Infusion of sustainability into higher education institutions: Case of a sustainable campus network in Chile


Palabras clave:

Sustainability development, Active learning, Curriculum, Transformative change, Higher education


This study seeks to explore the perceptions and strategies concerning the infusion of sustainability in higher education among lecturers who are part of a Chilean sustainable campus network (n=61). Data were collected through an online self-administered questionnaire. Three primary dimensions were explored: Competence approach, Silo approach, and Lecture training.  Findings revealed a widespread consensus regarding the significance of incorporating sustainability-related competencies into curricula, although variations existed in preferred strategies for achieving this goal. The study underscored the necessity for enhanced lecturer training in sustainability content and advocated for the inclusion of sustainability criteria in assessment systems. By offering an in-depth analysis of current perceptions and practices, this research contributes to a comprehensive understanding of the challenges and opportunities associated with infusing sustainability into higher education.


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Cómo citar

Vera, F. (2024). Infusion of sustainability into higher education institutions: Case of a sustainable campus network in Chile. Transformar, 1(5), 4–12. Recuperado a partir de

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