The Sustainable Development Goals (SDGs), promulgated in 2015 as the global commitment to development by 2030, constitute the environment for the analysis of reality for the approach of potential solutions framed in the goals proposed in each of the 17 SDGs. Knowledge of the SDGs in all social spheres is essential for all actors to find their belonging to global development and to be able to assertively engage in the vision of change and progress promoted by the UN to transform the world by 2030. One of these charms is higher education, as framed by UNESCO, Education for Sustainable Development, should be framed at all levels of education, in higher education is required in two areas, for institutions to transform their scope and two for graduates to include in their professional profile, the vision of sustainability and integrality of actions to prevent or at least mitigate the environmental impacts that humanity has been generating. A pedagogical strategy mediated by learning objects, focusing the process on the student, so that he/she, with the guidance and company of the teacher, understands, appropriates and promotes knowledge applied to improve his/her living environment, makes the articulation of the SDGs more proactive, by allowing the student to analyze how his/her environment will improve with the focus of actions in the SDGs. The process advanced in the Sustainable Development course of the Environmental Engineering program of the Technological Units of Santander in Colombia, showed that even though the students had some pre-knowledge in the environmental area, the recognition, validation and appropriation of the SDGs allowed them a comprehensive view of reality and a recognition of problems and solution possibilities, which contribute to the approach of goals that the 2030 Agenda proposes for the world.
Key words: Sustainable Development, University Sustainability, Education for Sustainable Development ESD, Active Learning
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