Evaluation of the Bachelor's Degree in Pedagogy programs in relation to sustainable competencies

Abstract

The research was conducted at the Faculty of Pedagogy of the Universidad Veracruzana, in the Poza Rica-Tuxpan region, as part of the diagnostic phase of an Intervention Project within the area of Curricular Processes and Socio-Educational Projects. Interviews with permanent faculty and student surveys were used to evaluate the educational experiences of the Basic Social Education Core Area. The main objective was to design a program evaluation proposal using Hilda Taba's curricular model in order to identify areas for improvement and to establish a foundation for the incorporation of sustainability content. The results revealed that 80% of teachers and 70% of students recognize the absence of sustainability topics in current programs. This lack can lead to future teachers being trained without adequate preparation to face contemporary social and environmental challenges. Therefore, it is necessary to propose curricular modifications that integrate sustainability in a structural and meaningful way, promoting the training of professionals committed to the sustainability of their communities and social responsibility. This integration will contribute to the training of pedagogues with a critical vision that promotes sustainable education in their future professional environments.