The investigation was implemented at 12 A Unit, institution dependent on the Universidad Pedagogica Nacional (UPN) located in Chilpancingo, Guerrero, Mexico, in February 2016, its objective was to obtain an evaluation of environmental competencies that teachers have and therefore should be apply in the teaching-learning process. In this study, was necessary the students´ participation, because, it contribute to strengthen this evaluation. This was made through a mixed, descriptive and comparative methodology, included, a process to select the sample, teachers and students, also, a Likert scale with variables, environmental issues, curriculum and competence, was applied to identify environmental competencies. Finally, results were described and compared. Teachers overvalue their environmental competencies and the didactic strategies, they implement in their teaching practice, in comparison to the assessment that the students gave them. The results will be argued in the design of an environmental education program to improve the substantive function “University teaching”, this could be established in an institutional environmental plan to the 12 A Unit, Institution dependent on the of Universidad Pedagogica Nacional.
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