Higher education and sustainability: pedagogical models to train sustainable leaders

Abstract

The research focuses on analyzing how pedagogical models in higher education can contribute to the formation of sustainable leaders capable of facing the environmental, social and economic challenges of the 21st century. The central problem lies in the need to effectively integrate sustainability competencies into academic programs in order to prepare students for these challenges. The methodology employed combined a qualitative approach, based on interviews with six sustainability experts, and a quantitative approach, which included 70 third-level students at Ecuadorian universities. These participants provided a representative perspective on the pedagogical approach to sustainability. The results revealed that although there are efforts to integrate sustainability into the academic curriculum, barriers such as lack of adequate resources and resistance to change persist. Despite these challenges, the most effective strategies were identified as project-based learning and collaborative work, both of which allow students to apply sustainability concepts in real-world contexts. In conclusion, the research suggests that pedagogical models should be more comprehensive and practical, encompassing not only theoretical knowledge, but also strengthening practical skills and promoting ethical training to develop leaders capable of making responsible decisions in the face of global challenges.