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The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides

Author

Listed:
  • José Cantó

    (Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain)

  • M. Àngels Ull

    (Group of Research in Sustainability, Inter-University Institute López Piñero, University of Valencia, 46003 Valencia, Spain)

  • María Calero

    (Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain)

  • Tatiana Pina

    (Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain)

  • Olga Mayoral

    (Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
    Botanical Garden, University of Valencia, 46008 Valencia, Spain)

  • Amparo Vilches

    (Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain)

Abstract

This paper examines the attention given to the 2030 Agenda and, in particular, to the Sustainable Development Goals (SDGs) in Early Childhood and Primary School Education Degree programs. To this end, the teaching guides of both degrees of the University of Valencia were analyzed. The results reveal that the presence of the SDG is not homogeneous but rather concentrated on a limited number of SDGs (3, 4, 5, and 10), while others, which would be expected given their relevance, are largely absent. Moreover, SDGs are mainly present in the first courses where subject-specific didactics are absent. This poses a challenge for addressing didactic models that promote the implementation of SDGs in the classroom. The study concludes that urgent action is needed to ensure comprehensive SDG integration in teacher training, in line with current educational regulations.

Suggested Citation

  • José Cantó & M. Àngels Ull & María Calero & Tatiana Pina & Olga Mayoral & Amparo Vilches, 2025. "The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides," Sustainability, MDPI, vol. 17(11), pages 1-14, May.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:11:p:4909-:d:1665351
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    References listed on IDEAS

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    1. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    2. Gisela Cebrián & Mercè Junyent & Ingrid Mulà, 2020. "Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments," Sustainability, MDPI, vol. 12(2), pages 1-9, January.
    3. Thomas Adams & Syed Muslim Jameel & Jamie Goggins, 2023. "Education for Sustainable Development: Mapping the SDGs to University Curricula," Sustainability, MDPI, vol. 15(10), pages 1-32, May.
    4. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    5. Pilar Aznar & María Calero & María Pilar Martínez-Agut & Olga Mayoral & Àngels Ull & Victoria Vázquez-Verdera & Amparo Vilches, 2018. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València," Sustainability, MDPI, vol. 10(11), pages 1-14, November.
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