Modeling the Integration of Ethics, Social Responsibility, and Sustainability in University Contexts: A Case Study

The integration of ethics, social responsibility, and sustainability (ERS) in higher education has become a strategic priority on a global scale. This approach has sparked growing research interest, driven by the urgent need to train professionals capable of addressing the complex social, economic, and environmental challenges of the contemporary world. The articulation of these three pillars from an interdisciplinary perspective not only enriches academic discourse but also enhances the student’s holistic development, both educationally and personally. In this context, a model is proposed that links ERS competencies with the parameters established at the mesocurricular level, with the aim of analyzing their integration into the academic performance of shared educational spaces across different degree programs. The model validation began with an exploratory factor analysis (EFA) to identify the latent structure of the data, followed by a confirmatory factor analysis (CFA) to assess the theoretical model fit. Goodness-of-fit indices were evaluated, and factor loadings and standardized coefficients were analyzed, which allowed for verification of the strength, direction, and statistical significance of the relationships between latent variables and their indicators. The results confirmed the structural validity and the adequacy of the model in relation to the empirical data.