Education for sustainability: analysing the Spanish curriculum in primary education and physical education

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ABSTRACT This study analyses the Spanish primary education curriculum’s alignment with the Sustainable Development Goals (SDGs), with particular attention to evaluation criteria and explicit references to sustainability in subject competencies. Results reveal notable links to SDG 4 (Quality Education) as well as SDGs 3 and 5. Specific competencies, such as environmental respect and active lifestyles, demonstrate the curriculum’s integration of sustainable practices, although these connections are implied rather than directly stated. This indicates a focus on preparing students as global citizens equipped to address contemporary challenges. Despite the presence of sustainability across subjects, especially Physical Education, practical implementation remains difficult to assess without further insights into classroom practices. While based on legal frameworks, this analysis underscores the tools these documents provide teachers to incorporate key learning outcomes and evaluation criteria. Ultimately, the curriculum reflects Spain's commitment to fostering competencies that support global educational and sustainability goals.