| Overall Rating | Silver |
|---|---|
| Overall Score | 45.62 |
| Liaison | Alvaro Pena |
| Submission Date | Oct. 10, 2024 |
Universidad Tecnológica del Uruguay
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
2.86 / 8.00 |
Part 1. Institutional sustainability learning outcomes
Which of the following best describes the sustainability learning outcomes?:
A list of the institution level sustainability learning outcomes:
Clarification Note
UTEC has already implemented a framework of transversal competencies that is applied across all its academic programs. This framework includes key competencies such as critical thinking, teamwork, self-regulated learning, and innovation, which are essential for addressing sustainability challenges, even though they were not initially defined explicitly from a sustainability perspective. These competencies are developed in courses that are both oriented toward and specifically focused on sustainability.
For instance, competencies such as:
- Critical thinking: Enables the objective evaluation of complex problems, including those related to sustainability.
- Teamwork: Fosters effective collaboration, which is indispensable for tackling global challenges like climate change.
- Self-regulated learning: Develops the ability to adapt and acquire knowledge continuously in dynamic contexts.
- Innovation: Encourages the creation of sustainable and novel solutions.
Currently, UTEC is taking this framework a step further. Since 2023, the institution has been developing a more detailed framework of sub-competencies to explicitly address sustainability in areas such as:
- Systems thinking: Comprehensive analysis of complex systems, considering social, economic, and environmental dimensions.
- Social responsibility: Ethical attitude and commitment to social and environmental well-being.
- Environmental awareness: Understanding and respect for ecosystems and the promotion of responsible practices.
- Normative thinking: Evaluation of values and principles of sustainability in decision-making processes.
It is important to note that these sub-competencies are still under development and have not yet been formally approved, which may explain some confusion regarding whether UTEC has sustainability learning outcomes. However, it is critical to emphasize that UTEC’s existing transversal competencies already encompass the essential skills required to address sustainability effectively.
This ongoing development reflects UTEC’s commitment to explicitly integrating sustainability into its educational framework, aligning with international standards such as GreenComp (2022) and AASHE’s Guide to Sustainability Competencies. It further highlights UTEC's dedication to training professionals capable of addressing 21st-century challenges, including those related to sustainability.
Part 2. Program-level sustainability learning outcomes
Number of graduates from degree programs that require an understanding of the concept of sustainability:
A brief description of how the figure above was determined:
The data provided on graduates includes graduates of UTEC's academic offer in the Department of Environmental Sustainability, which directly address issues related to sustainability. These programs include: Engineering in Water and Sustainable Development, Postgraduate in Water and Sanitation, Agro-environmental Engineering, Engineering in Renewable Energy, and Technologist in Environmental Control.
A list of degree programs that require an understanding of the concept of sustainability:
Engineering in Water and Sustainable Development, Postgraduate in Water and Sanitation, Agro-environmental Engineering, Engineering in Renewable Energy, and Technologist in Environmental Control.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.