Assess in order to transform: University teaching assessment through the lens of Sustainability

Abstract

The overall objective of our study is focused on diagnosing the level of introduction of sustainability in teaching activities and to facilitate professional self-assessment of University teachers under sustainability criteria.

The study is based on evaluative research as a methodology associated to the socio-critical paradigm. The results of a validated self-assessment questionnaire addressed to the teachers of the scientific-technical areas of the University of Valencia, are analyzed.

The results offer a diagnosis about the inclusion of sustainability in the areas of Sciences and Engineering under the scope of this study, and serve as starting point to begin a change and transition process towards teaching methodologies including principles, criteria and values dealing with sustainability.