Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

This work forms part of the R + D + i ‘Training project in Spanish universities for professionals as agents of change in order meet the challenges facing society’ (Educación e Innovación Social para la Sostenibilidad (EDINSOST) 2017–2019). The purpose is to analyse the presence of sustainability in terms of curriculum content and training in competence for students, teachers and the curricula of Science of Education degree courses at the University of Seville. In this context, the curricula of the Degree in Early Childhood Education, Primary Education and Pedagogy have been analysed. Two questionnaires have been drawn up, and four reflection groups have been created—in which, a total of 49 teachers and 170 students have participated. The results show that there is a low presence of sustainability in Science of Education degree courses. The teachers express the opinion that they are engaged in sustainable initiatives and have an interest in ethical models. The students express a high degree of interest in receiving sustainability training. Findings provide information for introducing innovation into the university curriculum and the training of teachers and students in order to improve their competency in sustainability.

La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Education for a sustainable future in teacher training. What are we doing?

The work is carried out in accordance with the Sustainable Development Goal 13 Climate Action with prospective primary school teachers. The study presented is part of the science education subject at the University of Seville (Spain) during the 2019–2020 academic year. This research has two main goals, on the one hand, to present an innovative educational experience (design and implementation) for teacher training, on the other hand, to assess the educational implication of the experience from the prospective primary school teachers’ self-perception about their level of sustainability competences achieved. The novel educational experience consisted in the inquiry of prior knowledge about climate change in primary school children for the design of a lesson plan. The degree of scope of the educational experience, in particular, the level of sustainability competences achieved was assessed from the self-perception of the participants (Prospective Primary school Teachers) through a Likert-type questionnaire. The results show an improvement in the degree of acquisition of these competences, not only from their self-perception, but also from the investigative process followed through this innovative experience. Likewise, these results indicate the success of the educational proposal as a possible educational strategy for the sustainability of the curriculum in the field of science education.

El desarrollo profesional del profesorado de Educación Superior y su formación en sostenibilidad en es una prioridad máxima para dotar de calidad a las universidades y así, dar respuesta desde este ámbito a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una experiencia de formación y desarrollo profesional docente, el programa de mentorización “Academy Sustainability Latinoamérica” (AcSuLA), llevada a cabo entre varias universidades españolas y varias latinoamericanas de tres países diferentes (universidades colombianas, peruanas y chilenas). La lógica metodológica de la investigación-acción y la estrategia de mentorización nos han permitido identificar facilitadores, barreras y retos de futuro presentes en los procesos formativos de las universidades latinoamericanas participantes en el programa materia de sostenibilidad. Los resultados muestran las barreras y facilitadores en 7 dimensiones de análisis (currículo, profesorado, directivas académicas, cultura institucional, directiva institucional, contexto local y contexto global) que ponen de manifiesto cómo la falta de apoyo y compromiso desde el marco político universitario o la falta de asignación y reconocimiento por pertenecer al proyecto pueden ser algunas dificultades significativas a la hora de implantar el programa. Si bien, un conjunto de elementos facilitadores del proceso que tienen que ver con la generación de sinergias y redes de trabajo interpersonales e interinstitucionales se sobreponen a esos obstáculos y favorecen un cambio en los modelos de gestión y práctica docente y que hacen de este proyecto, una iniciativa innovadora para explotar y expandir a otros contextos.

Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

Currently, in the field of Sustainable Development (SD), one of the most significant debates is the necessary incorporation of the Sustainable Development Goals (SDGs) in education and, specifically, in higher education institutions (HEIs). In the process of truly integrating the SDGs in HEIs, it is necessary to know and identify what is already being done and evaluate the efficacy or deficiency with which universities are carrying out studies and actions to integrate the SDGs. This systematic review aims to respond to this claim by analysing the most recent scientific evidence published in the period of 2015-2020 regarding SDGs in the university context at the international level. The results of this study identify: (1) a general approach on the SDGs from a global dimension in the reviewed studies, with SDG 4 (Education) being the most frequently referenced SDG; (2) the university area from which SDGs are addressed is research, followed by education; (3) the most frequent action gathered in the reviewed studies is the integration of the SDGs in the curricular schedule, in the area of education and learning; (4) with respect to the geographic and university context in which the SDGs are developed, the review showed studies in four geographic areas (Asia and the Pacific, America, Africa and Europe), with most studies being published from European and Latin American universities.

The purpose of this study is to analyse the presence of sustainability in the curricula of the Science of Education at the University of Seville and to determine the perception of both teachers and students regarding sustainability competencies. The work forms part of the R+D+i “Training Project in Spanish Universities for Professionals as Agents of Change in Order to Meet the Challenges Facing Society” (EDINSOST). The methodology a case study, in which an analysis of the curriculum of the Bachelor Degree in Early Childhood Education, Primary Education, and Pedagogy has been conducted. Two questionnaires have been drawn up and four focus groups established in which a total of 61 teachers and 152 students have participated. The results show that there is a low presence of sustainability in the Science of Education courses, particularly in the Bachelor Degree in Primary Education. The teachers express the opinion that they have sustainable initiatives as well as an interest in ethical models. The students express a high degree of interest in receiving sustainability training.