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.

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.

Resumen: La actual crisis ecológica nos lleva a cuestionar el modelo de desarrollo que ha estado vigente en las últimas décadas en los países capitalistas, en los que ha primado una concepción de progreso y modernización, que han alterado no solo los procesos naturales, sino también los sociales, culturales y, por tanto, económicos. En este sentido, nuestro propósito en este artículo es reflexionar sobre la necesidad de promover una educación que dinamice cambios personales y estructurales para asegurar la sostenibilidad, y la concienciación en la ciudadanía, sobre los problemas ambientales y del desarrollo en su globalidad. En la concreción de alternativas de desarrollo más justas y equitativas, nos acercamos al papel que ejercen las mujeres, en su compromiso con el medioambiente, y con la búsqueda de una mayor calidad de vida.

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

Resumen: Existe reconocimiento en situar el currículum como uno de los ejes prioritarios para la incorporación de la sostenibilidad en la educación. A través del plan de estudios las instituciones educativas pueden llegar a todo su alumnado y hacer una contribución significativa a la sociedad garantizando que los estudiantes adquieren las competencias y compromisos necesarios para construir un mundo mejor, lo que viene a denominarse ambientalización curricular.

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