Abstract:

In September 2015, within the framework of the United Nations, the main world leaders unanimously adopted the document "Transforming our world: the 2030 Agenda for Sustainable Development". Thus, the 17 Sustainable Development Goals (SDGs) were born.

Since their inception, these SDGs have become a source of inspiration and influence in most countries and for large segments of the population, in such a way that numerous initiatives, alliances, and networks were undertaken to promote their achievement.

Within this Agenda, universities have a dual mission. On the one hand, they must incorporate the SDGs in their substantive activity, that is, in their teaching, research, transfer, and management, attracting interest in training and researching in solutions transferable to society that contribute to the SDGs. On the other hand, universities must simultaneously exercise their role as transforming agents of society as a whole.

In the case of our school, the Higher Technical School of Industrial Engineering (ETSII) of the Universitat Politècnica de València (UPV), the commitment to the SDGs is reflected in its Strategic Plan 2021-2025: "The Mission of the Higher Technical School of Industrial Engineering of the Universitat Politècnica de València is to train engineering professionals, developing their skills, competences, and aptitudes in the industrial field, with quality, rigor, and ethics, to promote the sustainable development of society".

Concerning where we are, the only quantitative data we have in this regard in the ETSII, come from the Monitoring Report of graduates of the Integrated Employment Service of the UPV, which shows that there is an interest on the part of the graduates of the ETSII in certain aspects related to the SDGs. We are therefore in a situation in which we do not know how our teaching is contributing to the training of our students concerning the SDGs. Therefore, it is necessary to know where we are to establish where we want to go or how far we want to go, and thus take the relevant actions.

That is why the School Management has promoted an institutional educational innovation project whose initial scope of action includes the analysis of the starting situation in the subjects of all the Degrees of the ETSII and how the teachers manage these SDGs among other things.

It is necessary to know the current state of the contribution of all the Degrees of the ETSII to the SDGs, as a starting point to improve the commitment and training in the SDGs of our graduates and take advantage of the transferability of good practices between subjects of different degrees.

That is why it is proposed to analyze the current state of commitment and training in SDGs of students and teachers, as well as the integration of them in the different subjects of the Official Degrees of the ETSII-UPV to identify weaknesses, threats, strengths, and opportunities (SWOT). In this paper, we address the current situation of ETSII teachers in this regard and how can be analyzed their point of view through different surveys.

Keywords:

Sustainable development goals, higher education, university, engineering, educational innovation and improvement, teachers, surveys.