Education for Sustainable Development as the Basis of Responsible Citizenship: Socio-Legal Approach, Inclusion and University Governance

Abstract

The research aimed to analyze the legal regulations and institutional mechanisms that determine the incorporation of Education for Sustainable Development (ESD) into university curricula, emphasizing educational inclusion, attention to special educational needs (SEN), and institutional governance. Methodology: A qualitative approach with a documentary and interpretive design was adopted. The corpus of analysis comprised five key instruments articulated at normative levels: international (UNESCO's ESD 2030 Programme), national (Peru's University Law No. 30220), and institutional (Educational Model, University Social Responsibility Regulations, and the curriculum of the Law and Political Science program at the National University of Barranca). Qualitative content analysis was employed, based on three a priori analytical categories: normative dimension-University Social Responsibility, curricular-pedagogical dimension, and inclusive dimension-human rights. Results: Although there is a formal framework within institutional policies for University Social Responsibility (USR), in practice sustainability operates in a declarative and fragmented manner. In the curricular sphere, Education for Sustainable Development is limited to isolated subjects (such as Environmental Law) without achieving effective mainstreaming or lacking methodological guidelines for inclusive education or mandatory budget allocation. Conclusion: It is essential to move beyond paternalistic approaches through a regulatory framework that formalizes ethical integration, universal accessibility, and mandatory budget allocation in university governance.