1Ti le: IS UNIVERSITY TEACHING ALIGNED WITH THE SDGs POSSIBLE? AN APPROACH THROUGH THE
2VIRTUAL TRAINING OF UNIVERSITY PROFESSORS.
3Espejo-An únez, Luis
4Depa amen o de Te apéu ica Médico-Qui ú gica, Facul ad de Medicina y Ciencias de la Salud, Uni e sidad de
5Ex emadu a. Badajoz (España). ORCID: 0000-0002-2685-7593.
6Co ales-Se ano, Ma io
7Depa amen o de Didác ica de las Ciencias Sociales, Lengua y Li e a u a, Facul ad de Fo mación del P o eso ado,
8Uni e sidad de Ex emadu a. Cáce es (España). ORCID: 0000-0001-8520-9222
9Zamo a-Polo, F ancisco
10Depa amen o de Ingenie ía del Diseño, Escuela Poli écnica Supe io , Uni e sidad de Se illa. Se illa (España). ORCID:
110000-0002-9700-6809. Co esponding au ho : zpo[email p o ec ed]
12Ca de o-Du án, Mª Ángeles
13Depa amen o de Te apéu ica Médico-Qui ú gica, Facul ad de Medicina y Ciencias de la Salud, Uni e sidad de
14Ex emadu a. Badajoz (España). ORCID: 0000-0003-1648-6108
15Abs ac :
16Pu pose
17The aim o he s udy was o de e mine he deg ee o knowledge acqui ed by uni e si y p o esso s a e ecei ing i ual
18 aining on he SDGs and hei ela ionship wi h he con en s o he subjec s augh .
19Design/me hodology/app oach
20A 40-hou i ual cou se on SGDs and Highe Educa ion was designed. To e alua e p o esso ' knowledge, a
21ques ionnai e was adminis e ed o p o esso s om di e en ields o knowledge. The ques ionnai e consis s o 25
22ques ions di ided in o wo sec ions: sec ion 1: Q1-Q8 (knowledge and access o in o ma ion) and sec ion 2: Q9-Q25
23( he ela ionship o he subjec s augh wi h he 17 SDGs). The i ual class oom was used o do he ques ionnai e and
24i las ed 10 minu es. The in e nal consis ency o he di e en cons uc s was analyzed by C onbach's Alpha, KMO es
25and Ma le es . Desc ip i e, in e en ial and in e e en ial analysis by g oups we e also pe o med.
26Findings
27S a is ical analysis showed a high eliabili y o he cons uc s (Smalles C onbach's Alpha = 0.908). Vi ual eaching o
28 eache s signi ican ly imp o es he esul s o sec ion 1 (Q1-Q8) (p<0.001) and sec ion 2 (Q9-Q25) (p<0.001) o he
29ques ionnai e. Teache s aged 40-50 yea s signi ican ly associa e he con en s o hei subjec s wi h SDG1 (Q9, p=0.02),
30SDG2 (Q10, p=0.00) and SDG8 (Q16, p=0.04) p e ious cou se. In addi ion, he a ea o o igin may in luence knowledge
31abou he SDGs. A he end o he cou se, he e we e no signi ican di e ences be ween eache s by age, ield o
32knowledge o academic ca ego y.
33O iginali y/ alue
34Vi ual aining on SDGs uni ies he knowledge o uni e si y acul y, p omo ing academic cu icula aligned o sus ainable
35 aining, ega dless o age, gende , academic ca ego y, o ield o knowledge.
36Keywo ds:
37SDGs, Highe Educa ion, i ual aining, Sus ainable, eache aining, digi aliza ion.
38Submi ed: 13-Jun-2024
39Re ised e sion: 18-Dec-2024
40
411.In oduc ion
42
43The impo ance o ans e sal compe ences in uni e si y educa ion has g own in ecen yea s (A ánguiz
44Salaza ,2012; Salcines Talledo e al.,2018). T ans e sal compe encies can be de ined as hose
45compe encies ha a e impo an o di e en a eas o knowledge, wo k sec o s and ha can be applied in
46di e en con ex s. These compe encies a e no ela ed o a speci ic p o ession. The Eu opean Highe
47Educa ion A ea (EHEA) has e i alised he ole o his ype o eaching, conside ing i o be a basic elemen
48 o he social ans o ma ion ha uni e si ies mus lead (Mi -Aceb ón, 2008). Nume ous s udies ha e
49analysed he impac o speci ic compe ences (di ec ly ela ed o he p o ession) and hose ela ed o he
50exe cise o a commi ed and c i ical ci izenship on he eaching o s uden s (Zamo a-Polo e al, 2019). In his
51con ex , i is necessa y o in oduce in o he ield o highe educa ion he majo global challenges acing
52 oday's socie y, and o which he uni e si y canno emain indi e en (Fe e -Ca bonell e al., 2004). These
53challenges ha e o do wi h aspec s ela ed o globalisa ion, ecological ansi ion, digi alisa ion and he well-
54being o socie y, among o he s (Ace edo-Duque e al., 2023; Con a ia, e al., 2024). Fo uni e si ies o
55 espond o hese ques ions, he ollowing p emises mus be ollowed: i) o add ess he social challenges o
56ou imes om a global app oach, in eg a ing a join ision be ween disciplines, and ii) o implemen speci ic
57 aining o all uni e si y eaching s a (Mi ó and Jaume i Capó, 2011; G ácio e al., 2023). To de elop his
58 aining, ini ia i es and p ojec s a e eme ging ha conside he in oduc ion o speci ic elemen s o eache
59 aining in ela ion o his sensi i i y (Mo ales and Cue as, 2012).
60
611.1 Sus ainable de elopmen as c oss-cu ing con en in eaching-lea ning p ocesses
63Wi hin his ield o so skills, he Sus ainable De elopmen Goals (SDGs) a e an impo an e e ence,
64cons i u ing a challenge o uni e si y eaching (Blanco-Po ela e al., 2020; Expósi o and Sánchez, 2020;
65Ande son e al., 2024). Since hei adop ion by he UN in 2015, he SDGs ha e p o ided a amewo k o all
66le els o socie y, commi ing na ions o he achie emen o he goals ou lined o building a sus ainable socie y
67(de la Rosa, Giménez and de la Calle, 2019).
68The SDGs app o ed in 2015 ep esen a wo k agenda o he pe iod om 2015 o 2030. In he con ex o
69highe educa ion, nume ous s udies ha e add essed he ca aly ic impac o uni e si ies on he achie emen
70o he SDGs (Boni e al., 2016). One o he main cha ac e is ics o he Sus ainable De elopmen Goals,
71compa ed o he Millennium De elopmen Goals ( hei p edecesso s), is ha hey a e aimed a bo h
72de eloping and de eloped coun ies.
73A de ailed analysis o he ins i u ional documen s published by associa ions and go e nmen al en i ies is
74beyond he scope o his pape . Howe e , by way o example, ins i u ions such as UNESCO ha e a oadmap
75 o he p omo ion o educa ion o sus ainable de elopmen in he con ex o he SDGs (UNESCO, 2020).
76Simila ly, a e lec ion on he ole o uni e si ies in he achie emen o he SDGs sponso ed by UNESCO can
77be ound in UNESCO (2022). In he same way, SDSN Aus alia/Paci ic published guidance on he ole o
78highe educa ion ins i u ions and academia in achie ing he SDGs (SDSN, 2017).
79On he o he hand, ools o e alua ing he implemen a ion o he SDGs in uni e si ies a e p oli e a ing. Fo
80example, he In e na ional Ins i u e o Highe Educa ion in La in Ame ica and he Ca ibbean has c ea ed he
81SET4HEI ool (UNESCO IESALC, 2024).
82P e ious s udies ha e highligh ed he ole o he uni e si y in achie ing sus ainable social de elopmen
83(G een, 2013; Sone i, Sa ica and No on, 2021; Tziganuk and Glied , 2017). In any case, i is necessa y o
84in oduce he SDGs a he uni e si y le el. Thus, some s udies see he SDGs as bo h a challenge and an
85oppo uni y o uni e si y educa ion (Gonzaga Añazco e al., 2021; Leal Filho e al., 2019; Li zne and Rieß,
862019; Ly o chenko e al., 2021).
87Among he di icul ies encoun e ed in p e ious s udies o he in eg a ion o he SDGs in he cu iculum is he
88lack o eache aining (Leal Filho, 2019) and he low app ecia ion o his ype o ini ia i es in he eache s'
89p o essional cu iculum
90O he s udies sugges ha uni e si y educa ion can be used o build a be e wo ld h ough so skills ela ed
91 o he SDGs. In his sense, he e a e p e ious expe iences in he ield o expe imen al sciences (Tomazello
92and Guima ães, 2007), en i onmen al educa ion, linking he con en s o his subjec o SDG13 and SDG15,
93linking he en i onmen o he SDGs (Vega-Ma co e and Ál a ez-Suá ez, 2005; Sie a e al., 2016), wi h
94educa ional sciences (Reyes-Sánchez e al., 2016), wi h heal h sciences (Ande son e al., 2024) o a ound
95social sciences ela ing o some SDGs such as SDG13, SDG15 o SDG4 espec i ely (Place, 2010).
96On he o he hand, Zamo a-Polo e al ha e shown in e es in inding ou wha le el o in o ma ion s uden s
97ha e abou he SDGs (Zamo a-Polo e al., 2019) as well as in he analysis o he impac o expe iences linked
98 o SDG awa eness- aising. Howe e , e en hough aining o sus ainabili y has been iden i ied as a
99challenge in eache educa ion, i is no ye possible o iden i y he need o sus ainabili y as a key issue
100(Vilches and Pé ez, 2012), he numbe o s udies ocusing on eache aining on how o in oduce c oss-
101cu ing SDG-o ien ed con en in uni e si y deg ees is e y limi ed (Lee e al., 2023; A ango-U ibe e al., 2023).
102Fo his, p ojec s ha aim o in eg a e he SDGs in o eache aining a e necessa y (Be nis-Ca o, 2019).
103The aim o his s udy was o assess he deg ee o pe cep ion o knowledge acqui ed by uni e si y p o esso s
104a e ecei ing i ual aining cou se on he SDGs and hei ela ionship wi h hei eaching.
1052. Ma e ials and Me hods
106This was a desc ip i e s udy de eloped ollowing he comple ion o a ques ionnai e adap ed om a
107p e ious s udy by Zamo a-Polo e al. (2019). This s udy was supe ised by he Bioe hics Commi ee o he
108Uni e si y o Ex emadu a, Spain, wi h e hics app o al numbe 101/2021.
1092.1 Sample Desc ip ion
110A o al o 60 uni e si y eache s belonging o he G9 g oup o Spanish uni e si ies olun a ily ag eed o i ual
111 aining cou se. This g oup cons i u es a uni e si y alliance ha aims o de elop uni e si y policies h ough
112common s a egies. These include p omo ing join eaching ac i i ies, s imula ing he exchange o knowledge
113and collabo a ion wi h economic and social agen s. The choice o hese uni e si ies was based on a p e ious
114s udy by he au ho s in which di e ences we e ound in eache s' mo i a ions. The au ho s o he p esen
115s udy conside ed his issue o in e es because o he ep esen a i eness o he s udy popula ion.
116In e ms o e hical p ocedu es, all pa icipan s ga e in o med consen and ga e hei consen o use hei
117 esponses o ou esea ch o academic pu poses. To main ain anonymi y, all names we e coded. This
118encou aged he eache s o eely exp ess hei opinions. O he o al numbe o eache s who accessed he
119 i ual aining (n=60), hose who me he ollowing inclusion c i e ia pa icipa ed in his s udy:
1201. Teache s ( ull- o pa - ime) om he G9 g oup o Spanish uni e si ies. This g oup is made up o he
121 ollowing public uni e si ies in Spain: Can ab ia, Cas illa La Mancha, Ex emadu a, Illes Balea s, La Rioja,
122Na a a, O iedo, Basque Coun y, and Za agoza.
1232. Teache s wi h a minimum o wo ull academic yea s o eaching expe ience in highe educa ion.
1243. Teache s who had access o he Moodle pla o m o he G9 g oup o Spanish uni e si ies and ca ied ou
125a leas one ac i i y om he Teache T aining Se ice du ing he 2017-18, 2018-19, and 2019-20 academic
126yea s.
127Those lec u e s who did no espond o he ques ionnai e in he pe iod we e excluded, as we e hose who
128did no ha e a con ac ual/employmen ela ionship wi h any o he uni e si ies du ing he ec ui men pe iod.
129Ul ima ely, he sample consis ed o a o al o 44 uni e si y eache s.
130
1312.2 Da a collec ion
132The ques ionnai e had p e iously been used by a leas hi een in e na ional highe educa ion ins i u ions.
133This ques ionnai e is p esen ed in Appendix A (Supplemen a y ma e ial). The ques ionnai e collec ed
134sociological da a om eache s and was s uc u ed in wo sec ions. The i s sec ion con ained ques ions
135(Q1-Q8) ela ing o hei p e ious knowledge o he SDGs as well as he sou ce o his knowledge. Ques ions
136Q1-Q4 p o ide in o ma ion on knowledge o he SDGs and will be analyzed in sec ions 3.1 and 3.2 as
137cons uc 1 (C1), ques ions Q5-Q8 p o ide in o ma ion on he sou ce o in o ma ion on he SDGs, in sec ions
1383.1. and 3.2 hey will be iden i ied as cons uc 2 (C2). In he second sec ion, he p o esso s we e asked
139abou he ela ionship be ween he SDGs and he con en and compe encies hey each in hei
140unde g adua e and/o mas e 's deg ee cou ses a hei uni e si ies (sec ion 2, Q9-Q25) ( hese ques ions
141we e g ouped in cons uc 3, C3). Subsequen ly, he adap ed d a ques ionnai e was e iewed by wo
142independen expe s wi h mo e han 10 yea s o eaching and esea ch expe ience in he ield o educa ional
143sciences. They made some modi ica ions o he wo ding o he ques ions. Teache s comple ed he o m
144anonymously online as in p e ious s udies (Zamo a-Polo e al., 2019), using he Google Fo m® ool (Google
145LLC, Moun ain View, CA, USA), which was enabled o eache s who comple ed he asks se by he cou se
146 eache s in due ime and o m (bo h he ini ial asks and he cou se comple ion asks).
147Finally, he ques ionnai e consis ed o 25 i ems wi h Like - ype esponses anging om 0 (s ongly disag ee)
148 o 5 (s ongly ag ee). The ime aken o comple e he ques ionnai e was no mo e han 10 minu es.
149The ques ionnai e was comple ed oge he wi h o he eache aining ac i i ies. The in o ma ion epo ed
150using his ques ionnai e aimed o de e mine he deg ee o knowledge p io o comple ing he cou se, as well
151as he impac o he cou se on he acquisi ion o knowledge abou he SDGs and hei po en ial
152implemen a ion in uni e si y eaching. This ool has been used by o he esea che s who ha e ca ied ou
153simila s udies explo ing knowledge o he SDGs (Ande son e al., 2024).
154The ques ionnai e was p o ided online h ough he Moodle© i ual pla o m using a Google Fo ms link. This
155 o ma has ad an ages, as i allows o almos au oma ic ansc ip ion, al hough i may ha e a lowe esponse
156 a e. Be o ehand, he eache s we e in o med abou he na u e o his s udy and i s objec i es.
157
1582.3 Vi ual aining cou se on SDGs o uni e si y eache s
159The ool used o ain he eache s was a i ual aining cou se en i led “T ans e salisa ion o he Uni e si y?
160P omo ing p o essional e hics and sus ainabili y h ough he inclusion o he Sus ainable De elopmen Goals”.
161This aining cou se was dissemina ed h ough an o e made by he guidance and eache aining se ices
162o he 9 Spanish public uni e si ies ha make up he G9 g oup. This mixed-modali y
163(asynch onous/synch onous) cou se was i ual and had a du a ion o 40 hou s. I was di ided in o ou
164 hema ic axes wi h he ollowing i les: 1) Basis o he cou se: Awa eness and mo i a ion; 2) Teache s and
165s uden s wi h e hics o commi men ; 3) P omo ing mo al easoning: A p ac ical app oach o uni e si y
166 eaching; and 4) De elopmen o ans e sal compe ences h ough he SDGs: Applica ions in he class oom.
167
168All o hese axes we e aligned wi h he ole o uni e si y educa ion in he sus ainable human de elopmen o
169s uden s and eache s. In all hema ic axes o he aining cou se, he SDGs we e discussed as examples o
170 he use o me hodologies and eaching ac i i ies in di e en deg ees. Each hema ic axis had 10 iden ically
171dis ibu ed hou s o i ual aining:
172(i) P esen a ion o heo e ical con en s by he cou se lec u e (3 hou s): The cou se lec u e sha ed wo ideo
173 iles (1.5 hou s each) wi h con en on he hema ic axis in ques ion. These eco dings we e asynch onous,
174so he eache s ecei ing he aining could consul hem a any ime.
175ii) Reading and iewing digi al documen s in he i ual en i onmen (2 hou s): each hema ic axis had h ee
176documen s (e.g., scien i ic a icles) and a ideo ha complemen ed he a ionale o he hema ic axis in
177ques ion.
178iii) Ac i i ies and asks (3 hou s): The con en s we e de eloped wi h esou ces ( o ums, ques ionnai es,
179wo kshops, e c.) om he i ual en i onmen . These asks equi ed indi idual and g oup pa icipa ion,
180encou aging eache s o lea n abou p ac ical applica ions o e hics in hei deg ees h ough he de elopmen
181o indi idual and collec i e c i ical hinking. The ask(s) o each hema ic axis had o be handed in be o e he
182beginning o he nex hema ic axis.
183i ) Synch onous connec ion be ween aine and ainee eache s (2 hou s): his sec ion was in ended o
184 esol e doub s and was used o sha e he con en s deal wi h in each hema ic axis.
185The e we e 4 eache aine s in o al, and each o hem was dedica ed o one o he hema ic axes
186es ablished in he design o he cou se. A he end o he cou se, in o de o pass he e alua ion, all ained
187 eache s had o mee he ollowing c i e ia: 1) deli e all ac i i ies/ asks o each hema ic axis, 2) a end a
188leas 60% o sec ion i o each hema ic axis, and 3) ill in he sa is ac ion su ey a he end o he cou se.
189Figu e 1 shows he main pilla s o he aining cou se.
197
Figu e 1. Fundamen al pilla s o he aining expe ience analysed in his s udy (own elabo a ion).
198
199
The main goals pu sued wi h his aining cou se we e as ollows:
200
To aise eache s' awa eness o he de elopmen o compe ences o p oduce e hically esponsible
s uden s. To his end, pa icipa ing eache s ecei ed aining on he de elopmen o wha some
au ho s call ‘asymme ical bilingualism’.
203
To ca y ou eaching ac i i ies o he de elopmen o ans e sal compe ences in he bachelo 's and
mas e 's deg ees. To his end, eaching ac i i ies we e p oposed o applica ion in he class oom o
di e en ields o knowledge. The aim was o mains eam compe ences in uni e si y deg ees h ough
he challenges o he Sus ainable De elopmen Goals (SDGs).
2082.4 Da a p ocess
209To ca y ou his esea ch, he esul s gene a ed by a speci ic aining cou se o eache s whose cen al
210 heme was he implemen a ion o ans e sal compe ences in uni e si y eaching we e analyzed. The main
211pa ame e s o he analysis we e as ollows:
212- The eache s' concep o he ela ionship be ween hei eaching and he SDGs.
213- The abili y o gene a e applica ions in he class oom in which he SDGs we e included in a c oss-cu ing
214manne wi hin hei eaching ields.
215The esea ch so wa e IBM SPSS S a is ics 29.01.0 was used o ca y ou his analysis.
Theo e ical
ounda ion
P o essional
E hic
Mo al
de elopmen
SDG
T ans e sal
compe ences
216Fi s , he in e nal consis ency o he ques ionnai e was analysed using C onbach's alpha coe icien (O iedo
217and Campo-A ias, 2005). The law o science ela ing o his coe icien indica es ha a se o i ems is pa o
218 he same eliable cons uc when he index is 0.8. To comple e he analysis, a ac o analysis o he
219ques ionnai e was pe o med using he Kaise -Meye -Olkim (KMO) es and he Ba le sphe ici y es o
220check and de e mine whe he i s s uc u e was alid (Piza o Rome o & Ma ínez Mo a, 2020). Once he
221 eliabili y and alidi y o he ques ionnai e had been checked, o espond o he esea ch objec i es, a
222desc ip i e analysis was i s ca ied ou using a equency able o de e mine he dis ibu ion o he sample
223based on demog aphic a iables and academic cha ac e is ics. Subsequen ly, in e en ial analysis was
224ca ied ou wi h a T- es o compa e dependen samples and o de e mine whe he he g ouping a iables
225showed signi ican changes be o e and a e he aining, ollowing a Le ene's es o assess he equali y o
226 a iances. The le el o signi icance was p<0.05. The esul s ob ained h ough his quan i a i e analysis
227p ocess a e p esen ed below in he Resul s sec ion.
2283. Resul s
2293.1 Ques ionnai e alida ion
230The elabo a ed ques ionnai e was designed o measu e wo di e en sec ions. The i s o hem is ela ed o
231 he eache s’ pe cep ion o he knowledge and sou ce in o ma ion o Sus ainable De elopmen Goals
232(in ol ing Q1-Q8). The second one is ela ed o he ela ionship be ween he 17 SDGs and he subjec s hey
233 each (Q9-Q25). The i s sec ion was di ided in o wo cons uc s (C1 and C2) o measu e sepa a ely
234ques ions ela ed o p io knowledge (Q1-Q4) and in o ma ion sou ces (Q5-Q8). The second sec ion is C3
235(Q9-Q25). Table 1 shows he esul s ob ained in he eliabili y and alidi y es s o he ques ionnai e, as well
236as o each o he sec ions. As can be seen, he esul s show a high le el o in e nal consis ency among all
237 he i ems ha make up each o he sec ions, since he alue o he Alpha C onbach es is highe as indica ed
238by he scien i ic li e a u e o an adequa e analysis o in e nal consis ency o he cons uc .
Table 1: Reliabili y and Validi y Tes s o he Ques ionnai e
C onbach´s Alpha KMO
es Ba le es
Ques ionnai e Sec ion 1+ Sec ion
20.912 0.600 <0.001
Sec ion 1 C1+C2: (Q1-Q8) 0.908 0.867 <0.001
Sec ion 2 C3: (Q9-Q25) 0.914 0.754 <0.001
C1: Cons uc 1; C2: Cons uc 2; C3: Cons uc 3
239
2403.2 Desc ip ion o he Resul s
241As can be seen, he analysis o he esul s can be done by linking wo blocks, sec ion 1 p esen s wo
242cons uc s (C1 and C2) and sec ion 2 p esen s C3. In his espec , Table 2 p esen s he quan i a i e esul s,
243demons a ing how he aining ecei ed enhances he mean sco es o he di e en cons uc s.
244
Table 2: Mean o cons uc s
Mean DT IC 95%
(min-max)
P e 23.41 7.91 21-25.81
C1+C2: (Q1-Q8) Pos 30.57 6.35 28.54-32.60
P e 13.07 4.63 11.66-14.47
C1: Knowledge (Q1-Q4) Pos 16.85 3.16 15.84-17.86
P e 10.34 3.70 9.21-11.47
Sec ion 1
C2: Access o In o ma ion
(Q5-Q8) Pos 13.73 3.83 12.50-14.95
P e 53.59 14.24 49.26-57.92
Sec ion 2 C3:(Q9-Q25) Pos 64.70 13.67 60.32-69.07
C1: Cons uc 1; C2: Cons uc 2; C3: Cons uc 3
245
246The dis ibu ion o he sample in he di e en ca ego ies such as academic igu e, a ea o knowledge,
247expe iences o knowledge abou he SDGs and he sociodemog aphic a iables gende and age a e shown
248in Table 3. The pe cen age o women (62.3%) was highe han ha o men and he age ange o 40-50 yea s
249(30.2%) was he p edominan one in he sample. The yea s o eaching expe ience o he pa icipan s was
25010.5 yea s.
Table 3. Pa icipan s in he s udy in equency pe cen age
Ti le Ca ego y F equency (%)
Gende Male 11 (20.8%)
Female 33 (62.3%)
Age (yea s) <30 7 (13.2%)
30-40 14 (26.4%)
40-50 16 (30.2%)
>50 7 (3.2%)
Academic Posi ion Lec u es 18 (34%)
Reade 7 (13.2%)
Associa e Lec u e 7 (13.2%)
P o esso 1 (1.9%)
O he s 11 (20.8%)
Field o knowledge Technician 5 (9.4%)
Biosani a y 2 (3.8%)
Scien is 8 (15.1%)
Social 26 (49.1%)
Humanis ic 3 (5.7%)
Expe iences wi h SDG Yes 27 (50.9%)
No 17 (32.1%)
251
252
3.3 In e en ial Analysis
253To answe he objec i es, Table 4 shows he s a is ics (mean, SD, 95% CI) o sec ion 1 o he
254ques ionnai e (Q1-Q8) whe e he knowledge and access o in o ma ion o he sample be o e and a e he
3876. Re e ences
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577
578Au ho ’s con ibu ions
579Concep ualiza ion (L.E.-A. and M.C.-S.); Da a cu a ion (L.E.-A., M.C.-S. and F.Z.-P.); Fo mal Analysis;
580(M.d.l.Á.C.-D. and L.E.-A.) Funding acquisi ion (L.E.-A. and F.Z.-P.); In es iga ion (L.E.-A., M.C.-S., F.Z.-P.
581and M.d.l.Á.C.-D.); Me hodology (L.E.-A., M.C.-S. and F.Z.-P.); P ojec adminis a ion (L.E.-A., M.C.-S. and
582F.Z.-P.); Resou ces (L.E.-A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-D.); So wa e (M.d.l.Á.C.-D.); Supe ision (L.E.-
583A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-D.); Valida ion (L.E.-A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-D.); Visualiza ion
584(L.E.-A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-D.); W i ing – o iginal d a (L.E.-A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-
585D.); W i ing – e iew & edi ing (L.E.-A., M.C.-S., F.Z.-P. and M.d.l.Á.C.-D.)
586
587Acknowledgemen s
588VII Own Resea ch and T ans e Plan 2023 o he Uni e si y o Se ille 2023/00000390.
589The au ho s would like o hank he eaching inno a ion g oup ‘É ica del p o eso ado Uni e si a io’ o he
590Uni e si y o Ex emadu a.
591
Figu e 1. Fundamen al pilla s o he aining expe ience analysed in his s udy (own
elabo a ion).
Theo e ical
ounda ion
P o essional
E hic
Mo al
de elopmen
SDG
T ans e sal
compe ences
Table 1: Reliabili y and Validi y Tes s o he Ques ionnai e
C onbach´s Alpha KMO
es
Sec ion 1+ Sec ion
20.912 0.600
C1+C2: (Q1-Q8) 0.908 0.867
C3: (Q9-Q25) 0.914 0.754
C1: Cons uc 1; C2: Cons uc 2; C3: Cons uc 3
Table 2: Mean o cons uc s
Mean DT IC 95%
(min-max)
P e 23.41 7.91 21-25.81
C1+C2: (Q1-Q8) Pos 30.57 6.35 28.54-32.60
P e 13.07 4.63 11.66-14.47
C1: Knowledge (Q1-Q4) Pos 16.85 3.16 15.84-17.86
P e 10.34 3.70 9.21-11.47
Sec ion 1
C2: Access o In o ma ion
(Q5-Q8) Pos 13.73 3.83 12.50-14.95
P e 53.59 14.24 49.26-57.92
Sec ion 2 C3:(Q9-Q25) Pos 64.70 13.67 60.32-69.07
C1: Cons uc 1; C2: Cons uc 2; C3: Cons uc 3
Table 3. Pa icipan s in he s udy in equency pe cen age
Ti le Ca ego y F equency (%)
Gende Male 11 (20.8%)
Female 33 (62.3%)
Age (yea s) <30 7 (13.2%)
30-40 14 (26.4%)
40-50 16 (30.2%)
>50 7 (3.2%)
Academic Posi ion Lec u es 18 (34%)
Reade 7 (13.2%)
Associa e Lec u e 7 (13.2%)
P o esso 1 (1.9%)
O he s 11 (20.8%)
Field o knowledge Technician 5 (9.4%)
Biosani a y 2 (3.8%)
Scien is 8 (15.1%)
Social 26 (49.1%)
Humanis ic 3 (5.7%)
Expe iences wi h SDG Yes 27 (50.9%)
No 17 (32.1%)
