Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

Purpose The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum. Design/methodology/approach To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti. Findings Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC. Research limitations/implications The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied. Practical implications Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD. Originality/value This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquisition need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability and research in Higher Education (HE). The participants taking part in the study are students in pre-service teacher training. The experimental educational model used for the development of competencies in sustainability and research consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that POL is an excellent methodology for developing competencies in sustainability and facilitates the relationship between sustainability and research competencies.

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquirement need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability in Higher Education (HE) and how to empower students to take a leading role in implementing the SDGs in universities. The participants in the study are a group of 23 students in pre-service teacher training. The experimental educational model used for the development of sustainable competencies consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that a holistic approach is appropriate for developing sustainable competencies and contributes to empowering students to implement SDG 12 at their university.

This paper shows an example in which Service-Learning (SL) methodology allows to satisfy a demand made by the community that coincides with a requirement of student learning; a teaching model is shown in contexts that encourage meaningful social and real interaction for oral communication. This study presents a SL experience among 19 university students and 163 high school students. Through peer learning strategies higher education students help high school students of vulnerable contexts succeed. Through the Communication Project, university volunteers prepare training workshops to improve the oral communicative competence in English and Catalan of high school students to help them in their final work defenses. The goal is to measure the impact that SL benefits have on all students' evaluations and perceptions of their respective learning processes. The aim of this paper is to discuss the value of service-learning to students because there currently exists a gap in this understanding. The mixed-methods research using a sample of higher education students to develop this discussion is applied. The data obtained through a questionnaire before and after the intervention showed a statistically significant improvement of self-perceived oral communication in both languages. Also, after the workshop, SL students reported significant changes connected to a concept of learning that included self-confidence, leadership ability, and responsibility.