Five theses on curricular sustainability in university studies

Abstract

This article develops five theses on the process of curricular sustainability in the Spanish university. The theses refer to different aspects of the process, such as its length and depth, the attitude of teachers towards it, the obstacles that oppose it or the university policy measures that are considered most effective to accelerate it. The contribution of the work moves away from the doctrinal field, and the theses presented in it are supported by empirical evidence obtained in Spanish universities. The article also proposes some ways in which research in this area can be extended.