Towards a Sustainable Model of Higher Education in the Araucanía Region, Chile
Bibliographic record
Abstract
Abstract The aim of this article is to propose a critical reflection of the state of teaching sustainability in higher education in Chile. The goal is to broaden the concept of sustainability so as to understand its implication in learning civic and community values, as well as in implementing innovative teaching methodologies linked to the promotion of sustainable values connected to the United Nations’ Sustainable Development Goals. In this article, the application of a teaching methodology called Pre-Texts , from Harvard University, is explored in a sociocultural context of Chilean higher education, specifically at the Universidad de La Frontera in Chile’s 9 th Region. Evidence is sought about how this methodology is relevant and effective in the teaching of two key pedagogical principles related to sustainability: the importance of community recognition and the collective work and implementation of artistic practices to promote discussion of sustainable principles based on preservation and recycling. Finally, a conclusion will be pursued around the need to implement these and similar teaching practices in higher education to promote greater awareness of the fundamental principles of Sustainable Development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".