The objective of this study is to explain how environmental education for sustainability is important in student academic training for learning with a holistic vision at the Faculty of Architecture, Urbanism and Arts of the National University of Engineering in Lima. The basic research had a quantitative, causal correlational approach with a non-experimental design. The population consisted of 80 teachers and 100 students. The instrument applied was the questionnaire. It is evidenced that teachers, on a smaller scale, incorporate environmental education in their different subjects with attitudinal and axiological contents that contribute to the formation of values and attitudes of coexistence; but they do consider that environmental education is important for sustainability with a holistic vision.

El objetivo es explicar cómo la educación ambiental para la sustentabilidad es importante en la formación académica estudiantil para un aprendizaje con visión holística en Facultad de Arquitectura, Urbanismo y Artes de la Universidad Nacional de Ingeniería, en Lima. La población es 80 docentes y 100 estudiantes; la investigación es de enfoque cuantitativo, de tipo científica básica, correlacional causal, el diseño seleccionado es la investigación no experimental. El instrumento aplicado ha sido el cuestionario. Se evidencia que los docentes en menor escala incorporan en sus diferentes asignaturas la educación ambiental con contenidos actitudinales y axiológicos que contribuyan en la formación de valores y actitudes de convivencia; pero si consideran que es importante la educación ambiental para la sustentabilidad con visión holística.

The objective of this study is to explain how environmental education for sustainability is important in student academic training for learning with a holistic vision at the Faculty of Architecture, Urbanism and Arts of the National University of Engineering in Lima. The basic research had a quantitative, causal correlational approach with a non-experimental design. The population consisted of 80 teachers and 100 students. The instrument applied was the questionnaire. It is evidenced that teachers, on a smaller scale, incorporate environmental education in their different subjects with attitudinal and axiological contents that contribute to the formation of values and attitudes of coexistence; but they do consider that environmental education is important for sustainability with a holistic vision.