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Abstract
The objective of this article is to analyze the curricular experience called ‘Social Project Design’ oriented towards university students developing social innovation projects, aimed at the Sustainable Development Objectives (SDO). Via active-participative methodological strategies, 267 students identified problems in their environments and proposed contextualized solutions. Based on the work done, 81 projects were designed by students during the 2020-2021 period, using the analytical framework of the SDO for their evaluation, which provided the opportunity to gradually incorporate sustainability into study plans from a complex systematic perspective which integrated reality. In this study, for the first time, we analyzed and went into curricular experience and university participation, considering elements of active listening, participation and adaptation in the search for solutions to current socio-environmental problems, transforming actors into ecosocial change agents.
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