Knowledge about the sustainable development goals of future early childhood education and primary school teachers

Abstract

Universities are a context where actions are being taken to develop sustainable skills that will allow the achievement of the SDGs, with sustainability being incorporated into campus management and curriculum. Consequently, this study analyzes the level of SDG knowledge and perception of future early childhood education and primary school teachers. The aim is to give visibility to the impact of university curricula on their training. A quantitative methodology is chosen that uses a questionnaire which collects both sociodemographic information and other information specifically linked to the SDGs (knowledge level, training contexts and the need to incorporate the SDGs into the study plans of the degrees). The analysis of the results has been carried out using the Excel program. The most notable results are the lack of training and knowledge in terms of SDGs, as well as doubts regarding the incorporation of the SDGs into the undergraduate curriculum. For this reason, it is concluded that current education curricula are not meeting their objectives of promoting knowledge and practical application of the SDGs in future teachers. Consequently, it is necessary to revise the curricula so that they promote sustainability from theory and practice, promote training in teaching about the SDGs among university professors and promote spaces among future teachers where good SDG practices in compulsory education are shared.