Las licenciaturas de ciencias ambientales en México y los Objetivos del Desarrollo Sostenible in Mexico and the Sustainable Development de Desenvolvimento Sustentável

Universities play an important role in achieving the Sustainable Development Goals (SDGs) through teaching and the generation of relevant scientific knowledge. Bachelor's degrees in the environmental area generate specialists focused on sustainable development, however, this approach is usually reflected globally in the study plans and in some degrees it is not very specific. The objective of this research was to carry out a comparative analysis of the study plans of 19 undergraduate educational programs in the area of environmental sciences in Mexico and to know the contribution towards the goal of what is proposed in the United Nations 2030 Agenda. The methodology was of a documentary type: search, review and compilation of information from the study plans. The results highlight that in the study plans the learning units that address issues related to SDGs 6, 7, 13, 14 and 15 are from 8 to 34, that is: an average of 34.69% of learning units integrated in the curricula of the different degrees.


Introduction
The environmental problem in which we are immersed demands the involvement of all areas of social life, and education is perhaps one of the most important. Colín, Llanes and Iglesias (2020) indicate that the role of the educational system must pose challenges aimed at reducing environmental impacts, reducing poverty and improving quality of life. For Ávila (2014), concern for the environmental issue has led universities to design their own environmental programs, in order to be an example to society in the management of waste and natural resources. And along the same lines, Batllori (2008) refers that the role of higher education is to seek solutions to environmental problems and create awareness with greater responsibility, as well as to strengthen actions that contribute to the transformation of the population and the preservation of the flora. , fauna and ecosystems in order to minimize the environmental crisis.
Vol. 13, Núm. 25 Julio -Diciembre 2022, e399 Olaguez and Espino (2013) also agree that the role of higher education is of utmost importance to develop awareness and collaboration programs for the balance of the environment, and permanently the training of human resources in environmental matters and promote development. of the substantive functions of educational institutions in the area of research, teaching and extension. Bravo and Sánchez (2002) affirm that the role of higher education institutions is to establish mechanisms that contribute to reducing daily environmental impacts.
Likewise, Cervantes and Aldeanueva (2016) and García, Maynetto and Martínez (2019) refer that, through the substantive functions of teaching and research, higher education institutions are committed to solving environmental problems derived mainly from of climate change. For their part, Santa Ana, López and Moreno (2017) highlight the importance of knowledge in environmental matters and environmental education in teaching at a higher level.
However, there are still few efforts that consider the new paradigms proposed by international organizations, such as the Sustainable Development Goals adopted by the United Nations Organization (UN). Thus, although progress has been made in environmental education curricula throughout history, there is a need to align this knowledge, since the learning plans and units respond to specific environments and problems of each context: it is necessary to approach environmental problems in an organized and homogeneous manner.
In 2015, the United Nations General Assembly promulgated the document Transforming our world: the 2030 Agenda for Sustainable Development, where, in addition to including the definition of the SDGs, universities are positioned as an instrument of social, economic and environmental development , mainly based on SDGs 6, 7, 13, 14 and 15 (United Nations Educational, Scientific and Cultural Organization [Unesco], 2017;Robaina, 2019).
In this regard, Ramos (2020) and UNESCO itself (2014 mention that universities face two challenges within the framework of the 2030 Agenda. The first is to train professionals capable of proposing solutions with principles in education for sustainable development. The second is to gradually incorporate the SDGs into the training process to work on aspects of sustainability. Now yes, with the intention of deepening the problem mentioned above, the objective of this research was to carry out a comparative analysis of the study plans (curriculum maps) of 19 educational programs of higher education in the area of environmental sciences in Mexico and to know their contribution to the achievement of the SDGs.

Materials and methods
This study is based on documentary research (Cortés and García, 2003;Jurado, 2005;Tancara, 1993). A review and compilation of the information of the different curricula of undergraduate degrees in environmental sciences in Mexico was carried out, as well as scientific articles, reports and international declarations, which were used to relate the curricular characteristics of the different areas of study with the following SDGs: 6) Clean water and sanitation, 7) Affordable and non-polluting energy, 13) Climate action, 14) Underwater life and 15) Life in terrestrial ecosystems. The curricular maps were reviewed, until January 2022, through the institutional portals of the different universities. Curricular aspects of 19 educational programs whose denomination strictly includes the chain of words environmental sciences, belonging to the public and private sectors, under the face-to-face modality, were considered.
The treatment of the information of this research was pointing towards the role of higher education in the area of environmental sciences and its contribution to the SDGs in these programs.

Results
Of the 19 educational programs in environmental sciences in Mexico, 14 are offered in public institutions and five in private institutions (table 1 and 2). The study plans vary from exit routes, ranging from 8 to 10 semesters, with a variable number of credits from 271 to 416 (table 1 and 2).      The results show that the total percentage of the learning units of the educational programs in question that are allocated to the attention of the SDGs is only 34.69% (table 1 and 2).

Discussion
The first programs emerged at UAEMx and UAGro in 2000, while the most recent are those of Ibero-Puebla, created in 2010, and UACM, created in 2012(del Val, Casas, Schondube, Camou and Galan, 2013. Most are focused on sustainability, although the UAGro is more aligned with the SDGs and includes the concept of sustainability in its curriculum. Derived from the documentary review of this study, there is little research that serves as a reference or to be able to contrast from the proposed approach. In the case of the study by del Val et al. (2013), registered 13 study plans at the undergraduate level in Environmental Sciences in Mexico, of which 12 were from public institutions and one from a private institution. In addition, they observed that each plan responds to distinctive characteristics.
For example, the UAEM has the lines of Environmental Planning, Environmental Quality and Resource Management. UABC specializes in Environmental Impact, Audit and Environmental Planning, Energy and Environment, and Water and Waste Management; Unsij, UAZ, UNAM and UATx have a plan with general and fundamental subjects. The Environmental Sciences degree at UNAM in Morelia has three pre-specialization areas: Management of Socioecological Systems, Society and Environment, and Ecotechnologies.
In our research, 19 study plans were reviewed, 14 are public institutions and five private institutions, and unlike the study by del Val et al. (2013), the curricula were reviewed to see their contribution to the SDGs.
In general, environmental science degree plans consider to a greater or lesser extent the topics suggested for SDGs 6, 7, 13, 14 and 15 (Unesco, 2017), depending on the characteristics and needs with which said plans were designed. of studies. Subjects related to socioeconomic problems are considered minimally, with one course or a maximum of two.
There are aspects to highlight, since in the programs subjects such as Environmental To try to understand the application of the terms sustained and sustainable, some authors say that they are correct terms and almost perfect synonyms, however, both indicate different ideas, since sustainable development seeks that this development be sustained through the protection and care for the environment, and sustainable development, focuses on the care of natural resources and their use, but based on a model that protects and cares for the environment as a priority (Rivera-Hernández et al., 2017), This is consistent with what was expressed by the Mexican government and what is embodied in the 2030 Agenda, in addition to being explicitly or implicitly considered in the study plans.
Thus, the study plans in accordance with the 2030 Agenda and the SDGs could be subject to updates to align their contents with these terms.
Other considerations in some educational programs consider learning units specifically focused on entrepreneurship and consulting and it is something that is not considered mainly in public sector degrees, this could be a determining element that would allow the student to integrate into work and professional life.

Conclusion
The plans and programs in environmental sciences in Mexico comply with the topics suggested for SDG 6, 7, 13, 14 and 15, which are reflected and considered in the different stages of the plans and programs of studies, however, in most do not explicitly focus on sustainability.
Therefore, it is suggested to consider updating the study plans and contents of the learning units, expressing these in terms of sustainability and considering the topics suggested by the SDGs of the following: SDG 6 Clean water and sanitation: topics such as the water cycle and its distribution, the importance of equitable access to safe, affordable drinking water and the quality and quantity of water, the human right to water, to name a few; SDG 7 Affordable and non-polluting energy: topics such as types of energy, renewable energies, energy production strategies, energy self-sufficiency, impacts and environmental issues of energy production, supply and use; SDG