Abstract
The lack of knowledge about the application of Transmissible Higher Capabilities of Sustainability (THCS) in Higher Education in the Centro Universitario de Ciencias Económico Administrativas (CUCEA), a university in western Mexico, thus, it leads us to investigate whether teachers incorporate them as a first attempt in their didactic planning and then enforce them in the teaching-learning process (TLP). The objective was to analyze the THCS and its levels of consideration in the teacher’s didactic planning at the above-mentioned university center. An assessment rubric was applied with a four-point Likert-type scale, composed of 18 items. 276 teacher projects were analyzed. To appraise the significance of the THCS, ANOVA was used, and multiple comparison tests were performed. The outcomes of the comparisons of the averages showed that the highest scores were for Digital Skills, Communication Skills and Teamwork, while the lowest were for Critical Thinking, Problem Solving and Creativity. The results of the ANOVAs reported that the THCS levels have a significant impact on the average of the items in each capacity.
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