The performance evaluation models proposed in the scientific literature to support the decision-making process in the context of sustainability in Higher Education Institutions (HEIs) present gaps with respect to the design process. In relation, to the management of environmental education in HEIs, there is an absence of decision support models. In this context, the objective of the research is to build a model for evaluating the performance of environmental education for an undergraduate course at a public university. It is a case study, with data collection through interviews with the Course Coordinator, complemented by questionnaires and documental analysis. The intervention instrument used was the Multicriteria Methodology for Decision Aiding-Constructivist (MCDA-C). The main results were explored showing the process of building a performance evaluation model, considering the singularity of the context, the flexibility in the elaboration process and interactivity with different stakeholders. Additionally, efforts were focused on the presentation of the final assessment model, demonstrating the potential of the MCDA-C methodology as a practical tool to support the decision-making process, and on the discussion of the model developed in relation to the literature reviewed. The model built allows the decision maker to understand the environmental education intertwined with the course, to assess the current situation and the desired end state, as well as the necessary actions for its management. In addition to the constructivist perspective, the model meets the Stakeholder Theory; explains the advantages, using participatory approach methodologies and performance indicators have characteristics of a functional system.

科学文献中提出的用于支持高等教育机构（HEIs）可持续发展背景下的决策过程的绩效评估模型在设计过程方面存在差距。高校环境教育管理缺乏决策支持模型。在此背景下，本研究的目的是建立一个评估公立大学本科课程环境教育绩效的模型。这是一个案例研究，通过与课程协调员的访谈收集数据，并辅以问卷调查和文件分析。使用的干预工具是建构主义决策辅助多标准方法（MCDA-C）。探讨的主要结果显示了构建绩效评估模型的过程，考虑到环境的奇异性、阐述过程的灵活性以及与不同利益相关者的互动性。此外，工作重点是介绍最终评估模型，展示 MCDA-C 方法作为支持决策过程的实用工具的潜力，并讨论与所审查的文献相关的模型。所建立的模型使决策者能够了解与课程交织在一起的环境教育，评估当前情况和期望的最终状态，以及其管理的必要行动。该模型除了符合建构主义视角外，还符合利益相关者理论；解释了使用参与式方法的优点，方法论和绩效指标具有功能系统的特征。