Abstract
ABSTRACT A case study is presented showing the incorporation of Sustainable Development Goals knowledge and awareness-raising in the context of Education for Sustainable Development in a teacher-training pilot programme. The qualitative mixed-method intervention study, grounded in content analysis and comparative methodology, reveals that incorporating SDGs into teacher training programmes is key since there is a significant direct impact on society. The objective was firstly to create an SDG-based didactic proposal including inquiry-based learning as its pedagogical approach for developing critical thinking. Secondly, to study its effect on participants regarding raising awareness of SDGs and their projection to society as future teachers.
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