Abstract
This work forms part of the R + D + i ‘Training project in Spanish universities for professionals as agents of change in order meet the challenges facing society’ (Educación e Innovación Social para la Sostenibilidad (EDINSOST) 2017–2019). The purpose is to analyse the presence of sustainability in terms of curriculum content and training in competence for students, teachers and the curricula of Science of Education degree courses at the University of Seville. In this context, the curricula of the Degree in Early Childhood Education, Primary Education and Pedagogy have been analysed. Two questionnaires have been drawn up, and four reflection groups have been created—in which, a total of 49 teachers and 170 students have participated. The results show that there is a low presence of sustainability in Science of Education degree courses. The teachers express the opinion that they are engaged in sustainable initiatives and have an interest in ethical models. The students express a high degree of interest in receiving sustainability training. Findings provide information for introducing innovation into the university curriculum and the training of teachers and students in order to improve their competency in sustainability.
Highlights
Social commitment is inherent in higher education and requires analysis in order to examine the training criteria of sustainability in greater depth
The information derived from the analysis on the presence of sustainability in the curriculum and how it is interpreted in the form of competencies and domain levels
The findings reveal a low knowledge of sustainability in teachers and students, so that competencies in sustainability are not incorporated into the Education Sciences degrees at the University of Seville
Summary
Social commitment is inherent in higher education and requires analysis in order to examine the training criteria of sustainability in greater depth. At the heart of this Agenda are 17 Sustainable Development Goals (SDGs) that address the main development challenges facing humanity. These SDGs are focused on key systemic barriers to sustainable development, such as inequality, sustainable consumption patterns, weak institutional capacity and degradation of the environment [1]. Tackling these goals demands a radical transformation in our way of thinking and acting. Education is one of the vital factors for achieving the implementation of sustainability in people’s daily lives, and we are required to train professionals capable of acting as agents of change and transformation of our socio-environmental reality
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
