University Professors and Their Sustainable Training. An Opportunity to Improve Public Education in Northern Sinaloa, Mexico
DOI:
https://doi.org/10.18662/rrem/17.2/992Keywords:
transition, public university, social impact, social responsibilityAbstract
The sustainable training of higher education teachers at a Sinaloa university is analyzed, in its academic units in the north of the State. The objective was to identify areas of opportunity in such training, so that HEIs have information that allows them to empower teachers as agents of change in sustainable matters. The approach of the study was quantitative, descriptive-transversal, applying a Likert-type instrument through the Google Forms platform to 239 teachers from a universe of 488 that make up the study area in 7 academic units (see table 2). The instrument was subjected to internal consistency measurement using McDonald's Omega coefficient, yielding an adequate value of W=0.874. The findings show that there are challenges for the educational institution and the teachers themselves in aspects of training, better self-management and programs that strengthen sustainable training are required, so the SDGs and the 2030 Agenda can help improve the situation. Research is recommended that supports what this study postulates, as well as institutional and personal initiatives on leadership issues that promote the proper role of the actors involved.
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