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The purpose of this research was to develop and evaluate one Open Educational Resources (OER), identifying: (a) instructional design strategy to facilitating the meaningful learning, (b) build an OER about making concept map with quality and (c) evaluate it and contribute to OER debates. This investigation was conducted in a Mexican University (Master of Technology Learning). The epistemological orientation was a constructivist philosophical stance, research paradigm used was mixed. The method used was Educational Technology Research and Development (R&D).The research was a diagnosis and the development was an OER. This method is a designbased research to develop new products to improve education. For Kozma (2000) this method, "demonstrate that this research is now at the center of some of the most creative, original, and powerful work in education". We applied a three level process of formative evaluation proposed by Dick, Carey & Carey (2005) and used their recommend instruments: (1) trying out OER one on one; (2) a small group tryout with eight students; and (3) a field trial with a whole class of learners (twenty students).After, we did a summative evaluation by seven experts. The participants were eighteen students. The research findings were: a new OER was created to facilitate the meaningful learning about making concept map, summative evaluation was conducted an evaluation about the OER´s design strategy by seven experts to provide a professional and qualified judgment and to determine the overall value of the instruction, an analysis and interpretation of the evaluations. The instruments were questionnaires.

The lack of knowledge about the application of Transmissible Higher Capabilities of Sustainability (THCS) in Higher Education in the Centro Universitario de Ciencias Económico Administrativas (CUCEA), a university in western Mexico, thus, it leads us to investigate whether teachers incorporate them as a first attempt in their didactic planning and then enforce them in the teaching-learning process (TLP). The objective was to analyze the THCS and its levels of consideration in the teacher’s didactic planning at the above-mentioned university center. An assessment rubric was applied with a four-point Likert-type scale, composed of 18 items. 276 teacher projects were analyzed. To appraise the significance of the THCS, ANOVA was used, and multiple comparison tests were performed. The outcomes of the comparisons of the averages showed that the highest scores were for Digital Skills, Communication Skills and Teamwork, while the lowest were for Critical Thinking, Problem Solving and Creativity. The results of the ANOVAs reported that the THCS levels have a significant impact on the average of the items in each capacity.

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