Este artículo plantea delimitar buenas prácticas en el trabajo con jóvenes socialmente vulnerables desde la caracterización de la intervención profesional, en materia de ocio. Para ello se plantea un estudio descriptivo exploratorio de carácter cualitativo a partir del diseño de un cuestionario abierto con el que se recoge información sobre la intervención que 34 profesionales vinculados a este campo diseñan y desarrollan.Bajo este planteamiento la investigación aquí recogida, pretende el cumplimiento de dos objetivos clave: identificar las confluencias y divergencias en la práctica profesional y establecer un protocolo de indicadores que nos ayude, posteriormente, a identificar buenas prácticas de intervención en ocio juvenil.
PurposeThe purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).Design/methodology/approachThis paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.FindingsThe results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.Originality/valueThis research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.
