Since the 1970s, interest in caring for the environment has gained traction and the environmental education movement has gained momentum. The Talloires Declaration was the first document to incorporate sustainable development into higher education. After that, higher education institutions assumed the social responsibility of training human resources with a sustainable vision. This study aimed to contribute to the design of indicators that could be used to evaluate the efficacy of the sustainability taught at the Universidad Autónoma de Guerrero (Autonomous University of Guerrero) in Mexico. We administered a survey to 63 teachers and 511 students from four academic units in high schools, and undergraduate and postgraduate programs. The answers were analyzed using the F-test and the variable descriptions. For the environmental, social and economic indicators, the satisfaction levels of teachers and students were more positive in graduate and undergraduate programs than in the high school. To determine the efficacy of the teaching function in terms of sustainable education, as well as to fulfill the commitments acquired to achieve sustainability, institutional processes need to be strengthened.

Institutions of higher education play a fundamental role in the effort to reach sustainability; there are different ways to achieve it. The objective of this work carried out in 2017 was to design, implement and evaluate a course-workshop that will provide teachers of the Bachelor’s Degree in Accounting and Administration at the Autonomous University of Guerrero (UAGro) tools to incorporate the environmental axis into their learning unit programs, in the context of environmental education. It was a study with a qualitative and transversal approach, based on constructivism and transversality. It was structured with its foundation in institutional documents. The design and selection of the themes was carried out in conjunction with a team of experts. Twenty-four teachers participated. The initial and final evaluation was carried out through guiding questions and surveys; the initial result showed an economistic vision of the environment, as well as ignorance about strategies to incorporate the environment as one of the dimensions of sustainability; this contrasts with the final evaluation, in which knowledge and willingness to incorporate the environment into their respective learning unit programs was observed, as well as satisfaction with the course-workshop that had developed. It is concluded that it is necessary to strengthen the processes of teacher training and give continuity to them for the incorporation of the environment as a contribution to sustainability.

Solid teacher training can be a transcendental tool in solving the most pressing environmental problems of our time. The purpose of this study was to reinforce the competencies of in-service teachers through a training process on environmental and sustainability issues. The research was carried out during the 2020–2021 cycle in Preparatory School No. 47 of the Autonomous University of Guerrero. We sought to broaden the teachers’ knowledge of environmental education for sustainability, the sustainable development goals and methodological strategies. The information was collected through an initial questionnaire, as well as the record of teachers’ activities during the course, which was structured in four topics: socio-environmental problems, environmental education for sustainability, sustainable development goals 2030, and methodological strategies. The training process influenced the teachers’ perception, achieving a more complex vision of the topics studied. The didactic and pedagogical strategies proposed facilitated the integration of transversal activities in their discipline. The work carried out demonstrated the importance of strengthening training processes that include methodological strategies such as transversality taking advantage of the physical characteristics of the rural community. Teachers develop environmental competencies for sustainability in their educational practice, to contribute to the integral formation of their students.

The objective of this study was to document an experience of training community environmental leaders in the context of sustainable development in localities surrounding the Chautengo Lagoon, Guerrero, Mexico. Specifically, we explored the epistemological, theoretical, deontological, and pedagogical–didactic components that must be considered when designing a training process for community environmental leaders in rural contexts. A mixed, descriptive, transversal approach was used to articulate scientific knowledge with local knowledge. Twelve semi-structured interviews identified potential environmental leaders, while nineteen surveys assessed training needs. Subsequently, a tailored capacity-building program was designed, implemented, and evaluated, which assessed empirical knowledge of communities and sustainable practices. A total of 19 leaders with organizational and mobilization skills were trained, successfully engaging 1500 people in an environmental cleanup campaign. The program covered key topics such as sustainable development management, environmental education for sustainability, and local governance, resulting in the formation of an environmental advocacy committee. Participants rated the program positively for its design (90%), content, materials, facilitator performance (71%), and duration (67%). This study contributes to the understanding of community environmental leadership in Latin America highlighting the value of local knowledge as a tool for environmental governance and sustainable social change. Our findings suggest that strengthening community leadership with participatory methodologies can improve environmental awareness, community resilience, and long-term ecological conservation. The program can be replicated in vulnerable communities in other contexts and positively impact local governance.

Teachers and university students require knowledge to generate positive changes and to overcome environmental challenges through innovative and relevant research. The Autonomous University of Guerrero lacks reliable methodologies and instruments required to evaluate progress towards sustainable development. This research proposes sustainability indicators as substantive functions at the educational levels of high school, bachelor’s degree, and postgraduate study. Indicators were developed via two surveys of 63 teachers and 511 students from four educational programs. Data processing was undertaken using SPSS 21 and Excel 2011. The results show that the environment was ranked more highly than the social and economic indicators. In terms of the participants, the functions of extension (61%), research (58%), teaching (45%), and management (43%) were ranked higher for students; in relation to teachers, research (15%), extension (18%), and teaching (43%) were ranked lower. It was concluded that students show greater socio-environmental concern, while teachers focus more on teaching rather than on the other substantive functions. These results represent relevant and well-founded information that can be used to make decisions that lead the university toward sustainability.

Las relaciones de contigüidad de las comunidades con lagunas y manglares generan múltiples impactos que es necesario conocer y analizar para el diseño de estrategias de atención en el marco de los ODS 2030. El objetivo de este estudio fue analizar los principales problemas socioambientales en Pico del Monte-laguna de Chautengo, Guerrero. Se utilizó un enfoque mixto concurrente de tipo exploratorio. Incluyó una revisión documental, una inmersión en el área de estudio y percepción con la aplicación de encuestas (N = 65) y entrevistas a profundidad (N = 65); además, se analizó la cobertura del manglar utilizando los Sistemas de Información Geográfica (SIG). Los resultados mostraron que la comunidad de Pico del Monte presenta un crecimiento poblacional desordenado que la ha llevado a impactar la laguna de Chautengo. Los problemas socioambientales percibidos por la población son sobrepesca, contaminación por residuos sólidos urbanos y deforestación en la zona de manglar. Se concluye que la carencia de cultura ambiental, la falta de planeación territorial y servicios básicos, la poca aplicación de políticas públicas, y la ausencia de alternativas laborales provocan un deterioro en los ecosistemas y limitan el logro de los ODS 2030 en la comunidad.