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Alazne Arraztio-Cordoba, Maria Jose Montero-Simo, Rafael A. Araque-Padilla.

Inclusive and sustainable development education: The influence of teacher research on student social commitment

Introduction: Universities have often been criticised for their lack of involvement and responsiveness to the serious social problems of our societies. In the case of business schools, the challenge is even more significant, given the need to address issues with a systemic approach that goes beyond a micro-business focus. In this sense, promoting an education committed to a more inclusive and sustainable world among students seems achievable with involved faculty research on these realities. Based on a research project* conducted by the authors in Honduras on food and nutrition insecurity, the general objective was to obtain evidence on whether the involvement of teachers in research projects that address social problem-solving improves students' capacities to respond better to the current challenges facing our societies. Methodology: This study used a quasi-experimental design with intervention based on convenience sampling and no control group. The sample consisted of 100 students from two Business subjects at Universidad Loyola Andalucía. The study was carried out in two phases: a pre-intervention stage, with the presentation and distribution of information about the research, and a task assignment phase in which the groups were asked to propose actions that would allow them to modify the proposed reality. Results: A total of 21 action proposals were obtained, which evidenced learning in different directions: awareness raising, skills development and involvement in volunteering activities beyond the classroom. Conclusion: The results obtained show that the involvement of teaching staff in field research that addresses problems related to inclusive and sustainable development, and their translation to the classroom, favour a cognitive and practical training of students that is more committed to changing social structures, in line with what our societies expect from university education. *“Estrategias autosostenibles – Marcala III” funded by the Andalusian Agency for International Development Cooperation [In spanish: Agencia Andaluza de Cooperación Internacional para el Desarrollo, (AACID)].