Las Brechas en la educación para el desarrollo sostenible en los estudios de ingeniería y arquitectura en españa

In recent years, several researches have quantified and assessed the degree of integration of Education for Sustainable Delevopment (ESD) in Spanish university studies of engineering and architecture. With respect to those researches, this article presents a multiple methodological approach that combines three different perspectives: a) an analysis of the attitudes of teachers towards ESD, b) an assessment of the effective application of ESD, based on the statements of the teachers, and c) an analysis of the presence of ESD in the teaching guides. By triangulation, these three approaches offer a realistic panorama of the current situation of the integration of sustainability in engineering studies. The evidence gathered in the article allows us to conclude that positive attitudes on the part of teachers are a necessary, but not sufficient, condition for the transition to ESD. Key words: ESD, higher education, engineering and architecture studies, attitudes, teaching guides, faculty.