Abstract:

Integrating the Sustainable Development Goals (SDGs) into the university curriculum requires active methodologies that allow students to identify real impacts in their projects. This work proposes an innovative teaching experience based on the use of the CANVAS business model infographic, adapted to sustainability through the SDGs, and a role-playing activity.

To carry out this experience, students were asked to use the adapted CANVAS to analyze each block of a preliminary chemical-industrial project (key partners, key activities, key resources, customer relationships, customer segments, channels, value proposition, including impact in the region, cost structure, revenue stream, viability, and innovation) through the lens of the 2030 Agenda. Thus, through collaborative work, students had to integrate this tool and identify the SDGs that their work proposals could impact. In this way, the working group had to justify which SDGs were affected by their design decisions, transforming the canvas into a socio-environmental impact map. To facilitate feedback, the active teaching-learning methodology of role-playing was employed, using Google Gemini as a sustainability consultant, while the students assumed the role of entrepreneurs.

The use of the methodology based on the CANVAS model and the role-playing activity suggests that these tools can be used in a complementary way as resources for innovative teaching to identify the SDGs, allowing for a qualitative and visual evaluation of them. In conclusion, the experience facilitates the understanding of how industrial chemistry interlaces with the SDGs and fosters students' critical thinking skills, strengthening their future ethical and professional commitment.

Keywords:

IA, Canvas, ODS, role-playing, sustainability.