University teachers' knowledge and attitudes towards environmental problems

Abstract

 An empirical study has been done with a sample of teachers from the University of Valencia (Spain) to analyse these teachers’ ideas and attitudes about introducing sustainability into university study curricula. A descriptive-exploratory methodology based on a survey design was used. The objective data enable us to describe the baseline situation in relation to introducing sustainability into university currícula. Here we focus on analysing the teachers’ answers in terms of their perception and their former knowledge in relation to environmental issues.