Sustainability and University Social Responsibility in Nutrition Education: Faculty and Student Perceptions from a Mexican University

Purpose : University social responsibility (USR) highlights universities’ roles in sustainable development. Within this framework, nutrition education is uniquely positioned to operationalize sustainability, given its direct influence on food systems, public health, and social equity. However, limited evidence exists on how sustainability and social responsibility are perceived within nutrition departments. This study evaluates perceptions of social responsibility and sustainability among students and faculty in the Nutrition Department at a University in Mexico City. Design : A quantitative cross-sectional study was conducted using validated tools. The sample included 10 faculty members and 24 undergraduate students. Originality : Findings reveal significant differences across dimensions relevant to nutrition education: students report less positive views of campus sustainability and social responsibility compared with faculty. Faculty perceptions show stronger, statistically significant relationships between Sustainable Campus, Challenge-Based Learning (CBL), SDG integration, and stakeholder engagement in curriculum design, whereas students perceptions show weaker correlations. These findings highlight opportunities to strengthen alignment between sustainability-focused curriculum and student learning experiences. The study also supports CBL as a promising strategy to advance SDG goals, fostering sustainability and social responsibility in nutrition education. Limitations : Findings are limited by the small sample size. A larger sample could provide a more comprehensive understanding of the issue.