Teaching actions that promote social responsibility at the university: case study.

Abstract

The transformative role of universities under a University Social Responsibility approach implies that teachers and students have a positive impact on the context. The work of university professors focuses in this direction through their substantive functions, guiding teaching strategies and techniques to achieve it. This qualitative phenomenological research analyzes the actions of teachers to identify those that promote training with social responsibility. The focus group with teachers revealed the importance of using active methodologies, addressing social problems and the inclusion of social development issues, strengthening training with a socially responsible approach.