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Article

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

by
José Cantó
1,*,
M. Àngels Ull
2,
María Calero
1,
Tatiana Pina
1,
Olga Mayoral
1,3 and
Amparo Vilches
1
1
Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
2
Group of Research in Sustainability, Inter-University Institute López Piñero, University of Valencia, 46003 Valencia, Spain
3
Botanical Garden, University of Valencia, 46008 Valencia, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(11), 4909; https://doi.org/10.3390/su17114909
Submission received: 30 March 2025 / Revised: 9 May 2025 / Accepted: 19 May 2025 / Published: 27 May 2025
(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)
Versions Notes

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.

1. Introduction

For years, teachers at different educational levels have been asked to address the new challenges we face globally, such as climate change (as seen in the recent isolated high-altitude depression that occurred in Valencia, Spain, in October 2024), biodiversity loss, poverty, hunger, and social inequalities—in short, the growing unsustainability of the current growth model in our societies [1,2,3]. The need to introduce these issues into education was promoted worldwide under the auspices of UNESCO starting in 2005, with the publication of the Guidelines and recommendations for reorienting teacher education to address sustainability [4]. This initiative was proposed within the framework of the United Nations Decade of Education for Sustainable Development (2005–2014), though earlier calls for action, such as those made at the Earth Summits in Rio (1992) and Johannesburg (2002), should not be overlooked.
With particular reference to higher education, the first institutional declaration of the Sustainability Commission of the Conference of Rectors of Spanish Universities (CRUE) was published in 2005 at the proposal of the working group on curricular sustainability. Titled Guidelines for the introduction of sustainability in the curriculum, it was later updated in 2012. These guidelines include the idea of sustainability, which comprises the search for environmental quality, social justice, and a long-term equitable and viable economy. They also establish key sustainability principles within the university framework, including ethics, holism, complexity, globalization, transversality, and social responsibility, alongside a proposal for four specific competencies for sustainability [5].
These initiatives have been reinforced and boosted with the adoption of the 2030 Agenda by the United Nations General Assembly in 2015. The Agenda includes 17 Sustainable Development Goals (SDGs) and 169 targets to be achieved between 2016 and 2030, assumed by the different countries [6,7] and specifically adopted by the Government of Spain (2018) through in its Action Plan for the implementation of the 2030 Agenda. The formulation of the SDGs was marked by broad participation and consensus among academic, political, and social institutions, with universities and teacher training playing a prominent role. SDG 4, which focuses on quality education, explicitly states in target 4.7 that students should acquire the knowledge and skills needed to promote sustainable development. In this sense, teacher training—both initial and ongoing—plays a key role in achieving this global goal.

1.1. New Spanish Educational Laws

A significant step forward on this path is the implementation of Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education (LOMLOE). This law recognizes the importance of education for sustainable development while also promoting gender equality, recognizing the best interests of children, and placing children’s rights among the guiding principles of the educational system [8].
For the first time, this law incorporates explicit references to Education for Sustainable Development and Education for Global Citizenship, as outlined in the 2030 Agenda, in compliance with SDG target 4.7 and the objective set by the European Union. The law also introduces changes to the structure of primary education, reinstating the three previously existing cycles, reorganizing subject areas to focus on competency-based learning, and adding a new subject in the third cycle: Education in Civic and Ethical Values. This subject emphasizes knowledge and respect for Human and Children’s Rights, to those contained in the Spanish Constitution, to Education for Sustainable Development and Global Citizenship, the role of taxes in society and tax justice, gender equality, the importance of respect for diversity, fostering critical thinking, a culture of peace and non-violence, and respect for the environment and animals (art. 18).
As a result, the work that many educators have long been doing to develop competencies and contents related to sustainability is now officially recognized and, above all, promoted within the educational community under this new legislative framework. This recognition is further reflected in Organic Law 2/2023, of 22 March, of the University System, which states in Article 2.3 that the exercise of the functions of the teaching staff will have as a reference the human and fundamental right, the democratic memory, the promotion of equity and equality, the promotion of sustainability, the fight against climate change, and the values that arise from the SDGs. Furthermore, in Title VI, dedicated to the relationship between University, society, and culture, Article 18.1, focused on Social and Territorial Cohesion, specifically mentions the SDGs, as does Article 30, dedicated to International University Cooperation for Solidarity and Development [9].
In this context, Spanish universities are also committed to implementing the SDGs. After the 2012 Guidelines, the CRUE Sustainability Commission has made different statements during its plenary sessions, such as in the XXVII Conference in 2019 at the University of Valladolid [10], which stated “The 2030 Agenda represents a great opportunity for the change that the whole society demands and understands that universities must constitute themselves as the key space to generate this transformation process” (p. 1). In doing so, they responded to the Spanish Government’s Action Plan for the implementation of the 2030 Agenda [11] in which universities assume “a firm commitment to the inclusion of competencies related to sustainable and inclusive development, necessary for the construction of a global citizenship, in the training of all students, teaching and research staff, and administrative and service personnel” (p. 132).
At the XXX CRUE-Sustainability Conference [12], the Manifesto Integrating the SDGs in university education was approved, stating that universities must strengthen and promote mechanisms and resources to guarantee the presence of sustainability and the SDGs in the education of the entire university community. Subsequently, in April 2023, CRUE-Sostenibilidad published a report [13] on the implementation of Royal Decree 822/2021, which mandates the integration of sustainability into university curricula [14], summarizing the progress made in these years.

1.2. Key Competencies for Sustainability

All this necessarily involves providing comprehensive training that enhances the development of competencies. Competencies for sustainability have been addressed for years by various authors who have conducted research on Education for Sustainable Development (ESD) and on key competences related to sustainability in higher education [15,16,17,18,19,20,21,22].
The guide Education for the Sustainable Development Goals: Learning Objectives [2] states that there is general consensus that citizenship education for sustainability requires key competencies that enable constructive and responsible participation in actions and decision-making regarding socio-environmental issues. Experts in this field consider these key competencies essential for advancing sustainable development. Based on existing research, various contributions have been consolidated, proposing eight key competencies for sustainability: systems thinking competency, anticipation competency, normative competency, strategic competency, collaborative competency, critical thinking competency, self-awareness competency, and integrated problem-solving competency [2].
Along these lines, the European Union, in strengthening its commitment to the SDGs and the competencies necessary for their achievement, has included within the European Green Pact the development of a European framework of competencies in sustainability relevant for all ages. This framework, known as GreenComp, comprises four closely interrelated areas of competency, each with three competencies that, taken together, constitute the pillars of sustainability competency: (i) embodying sustainability values; (ii) embracing the complexity of sustainability; (iii) envisioning sustainable futures; (iv) acting for sustainability. GreenComp is designed as a non-prescriptive reference for learning plans that foster sustainability as a competency [23]. This initiative further reinforces the EU’s commitment to the SDGs, specifically to SDG 4.

1.3. The Need to Include the SDGs in Teacher Training

For all that has been pointed out, it is clear that attention must be directed toward teacher training, equipping educators with the necessary tools to prepare future generations and engage them in achieving the SDGs [24,25,26,27]. Despite notable progress, numerous studies highlight the overall insufficient attention given to the SDGs in education, and in higher education in particular, emphasizing the need to intensify efforts [28,29,30,31]. As some research points out, these difficulties stem, among other things, from the poor sustainability culture of teachers and the lack of appropriate methodologies and tools [26,27,32,33,34,35].
Some findings highlight that it is not enough to incorporate the SDGs in the curricula; it is also necessary to address them through training proposals that explore what sustainability and ESD entail. Most importantly, it is necessary to put into practice, with teachers in initial training, specific teaching proposals and interventions related to the different SDGs so that they can contextualize how to integrate this educational action [36,37] and embed the spirit of the 2030 Agenda into their teaching practice throughout the degree program. Such action requires not only horizontal coordination within a given course, but also vertical coordination throughout the degree program. To achieve this, a comprehensive curriculum map is needed to identify the various interconnections, determine which SDGs are most frequently addressed, and identify those that are overlooked, so that gaps can be systematically addressed through targeted teaching interventions on SDGs [38,39].
This paper presents part of a study that follows this approach, focusing on the initial training of future educators in the early stages of Spanish educational system: Early Childhood Education (ECE) and Primary School Education (PSE). The general objective of the research is to highlight the progress made so far and, above all, to identify and advance in the challenges that remain, with a specific focus on the analysis of teaching guides, legal, and public documents approved by a state agency. These guides outline the teaching plan for each subject in a specific academic year and provide all the necessary information for its implementation. Thus, the study specifically aims to assess the extent to which the SDGs are present in the initial teacher training for these educational stages, following legal curricular guidelines.
To this end, all teaching guides of the compulsory subjects of both degrees at the University of Valencia (Spain) have been systematically analyzed.
Specifically, the research questions (RQ) that have guided our study are the following:
RQ1. 
To what extent do the teaching guides of the ECE and PSE Degrees address the SDGs?
RQ2. 
Which SDGs are most frequently included?
RQ3. 
To what extent does each degree incorporate the SDGs?
RQ4. 
What opportunities do the teaching guides offer for the inclusion of the SDGs?
The ultimate goal of this study is to contribute to the integration of sustainability into the ECE and PSE teaching degree curricula, making the SDGs explicit within them, in line with the European Commission’s ongoing efforts [40,41]. Moreover, we are at an optimal moment to address this issue, as we are currently working on the reform of the curricula for both degrees.

2. Methodology

To address the research questions, during the 2022–2023 academic year, an experimental design was carried out based on a content analysis of the teaching guides for the subjects in the ECE and PSE Degrees of the University of Valencia. The Final Degree Project was not included in the analysis because it is a subject that does not involve disciplinary training content. Similarly, optional subjects were excluded, as the objective was to analyze the common core training received by all students. Although the study focuses on a single academic year, it is important to note that teaching guides are official documents that remain stable over time, except for minor administrative updates. Consequently, the selected academic year provides a valid and representative snapshot of the integration of the SDGs in teacher education at the time of the study.
This is a comparative study with a deductive research design, which, according to Robson [42], involves applying a theory in a new observation. Specifically, the study was based on a directed content analysis method processed manually [43], where seventeen categories were established with reference to the SDGs of the 2030 Agenda and its goals in order to answer the research questions posed in this work.
Content analysis is a research technique that allows the formulation of inferences by systematically identifying certain specific characteristics within a text. The research was developed in the following phases, which, according to Cohen et al. [43], should be followed in a content analysis:
  • Text selection: 35 teaching guides from ECE Degree and 32 teaching guides from PSE Degree of the University of Valencia were analyzed.
  • Division of text for analysis: The competencies (COMP), learning objectives (OBJE), and contents (CONT) were selected from each teaching guide, as they are considered three key aspects that reflect what the teacher implements in the classroom. It should be noted that when analyzing the competencies, no distinction was made between General Competencies (GC) and Specific Competencies (SC).
  • Selection of appropriate categories: The initial categories established were the SDGs of the 2030 Agenda. Subsequently, the study was expanded to include the broader category of Sustainable Development since references to it were present in the competencies outlined in the 2007 Verification Orders of both degrees.
  • Categorization: Based on the established categories, an in-depth study of the curricular elements (COMP, OBJE, and CONT) was carried out, analyzing how the text of each element aligned with the SDGs. Both explicit mentions of the SDGs and implicit references to the issues they address were recorded, considering the specific goals of each SDG.
  • Frequency calculation by category: Finally, a count was conducted to determine the frequency of SDG references in the curricular elements analyzed in the teaching guides.
  • General analysis: The study was conducted independently by all team researchers. Any discrepancies in coding were discussed and resolved by consensus.
As an example, we illustrate how the identification was carried out for COMP and CONT elements in guides of the ECE and PSE degrees, respectively. In the first case, we find in the 3rd-year subject “Science Didactics: Matter, Energy and Machines” a COMP related to SDG 3: “Promote respectful attitudes towards the preservation of the environment and health”; in the second case, in the 1st-year’s subject “Social Structure and Education”, we find a CONT related to SDG 5: “Cultural diversity, migration and education. The division of labor and ethnic inequalities. Problems of sexism and racism”.

3. Results

A preliminary analysis revealed that none of the teaching guides explicitly mentioned the SDGs. However, after extending the study to include the COMPs, the OBJEs and the CONTs that could be related to the issues addressed by different SDGs, it was observed that, in both degree programs, the most recurrent themes in the COMPs and CONTs were those related to health and well-being (SDG 3), quality education (SDG 4), gender equality (SDG 5), and the reduction of inequalities (SDG 10) (Table 1 and Table 2). Additionally, though to a much lesser extent, content related to the preservation of terrestrial and marine ecosystems (SDGs 14 and 15), peace, justice, and strong institutions (SDG 16), and affordable and clean energy (SDG 7) was also identified. However, no references to SDGs 1, 2, 6, 11, 12, and 17 were found in either degree program of both grades. Similarly, no explicit mention of the SDGs was found in the OBJE of the different subjects.
Furthermore, the analysis of the SDGs’ presence in COMPs and CONTs throughout the courses of both grades (Table 1 and Table 2) showed that SDG-related content is most concentrated in the first course, followed by the second course.
On the other hand, when examining the overall number of subjects that incorporate aspects related to the different SDGs by course, a highly unequal distribution is observed. Some SDGs, such as SDGs 4, 5, and 10, are prominently represented in almost all subjects and courses, reaching relative frequencies close to one in both degree programs (Table 3 and Table 4). In contrast, other SDGs, such as SDGs 3, 8, 14, or 15, appear in only 1 of the 11 subjects in the first year of the ECE Degree, or SDGs 4 and 15, in 1 of the 11 subjects in the first year of the PSE Degree. Again, there is a notable absence of references to other SDGs, such as SDGs 1 and 2.
The results of the review of the explicit mention of sustainability or sustainable development in General Competency 15 (GC15) for ECE Degree and General Competency 3 (GC3) for the PSE Degree can be seen in Table 5 and Table 6. Regarding the ECE Degree, 35 out of the 27 compulsory subjects include GC15, and 3 guides refer to sustainability or sustainable development through other specific competencies (Others). However, only four of these guides contain references to these concepts in their CONT (Table 5).
In PSE Degree, 30 out of the 32 compulsory subjects include GC3 in their teaching guides. Additionally, 14 of these subjects include other specific competencies related to sustainability or sustainable development, making a total of 44 mentions (30 in CG3 + 14 in others) across the 32 guides. As in the previous case, only 10 of these guides that mention these competencies include references to sustainability or sustainable development in their CONT (Table 6).
Other examples of general competencies that are highly present in both degree programs and are closely linked to the SDGs are, for example, CG3 in ECE Degree, which states: “Design and regulate learning spaces in diverse contexts that address the unique educational needs of students, gender equality, equity, and respect for human rights”, associated with SDGs 5, 10, and 16, Or, similarly, in the PCE Degree, CG8 states: “Design, plan, and evaluate teaching activities and classroom learning in multicultural and coeducational contexts”, linked to SDGs 4 and 5. As expected, given the nature of the studied degrees, there are also strong connections with SDG 4 in many program competencies, particularly target 4.1, which refers to ensuring quality education in primary and secondary education. In the European context, both in ECE and PCE Degrees, it is essential to emphasize the latter part of target 4.1, which highlights the importance of quality teaching and achieving relevant and effective learning outcomes, as other aspects, such as free education, have already been achieved.

4. Discussion and Conclusions

The evaluation of the extent to which sustainability and the SDGs are incorporated into university curricula is crucial for planning the necessary actions within the framework of Education for Sustainable Development (ESD) at different educational levels [44,45]. In this context, the results obtained through the analysis of the teaching guides for the ECE and PSE Degrees at the University of Valencia aim to promote the implementation of the SDGs in universities [46].
One of the main contributions of this work is the systematic analysis of all the teaching guides of the compulsory subjects that future ECE and PSE teachers must complete at the University of Valencia. This contribution advances the understanding of the incorporation of the SDGs in initial teacher training, focusing specifically on the analysis of the official legal documents (teaching guides) for each subject comprising the two degrees examined, thus differentiating this study from previous research in the field, to the best of our knowledge.
Regarding RQ1, the results reveal that the presence of the SDGs in the guides is scarce and unevenly distributed across both degree programs and their subjects. The most frequently represented SDGs—listed in descending order—are SDGs 4, 10, 5, and 3 in both degrees (RQ2). Given that this study focuses on education degrees, it was unsurprising that SDG 4 appears most prominently. References to SDGs 5 and 10 were also expected, as the inclusion of gender equality, as well as multicultural contexts and coeducation, has long been promoted in these degrees. Health-related topics are also widely covered, which is logical given that several subjects focus on health. However, despite its relevance, SDG 3—aimed at ensuring healthy lives and promoting well-being for all at all ages—is not explicitly mentioned.
On the other hand, regarding RQ3, it is striking to observe the significant number of SDGs that are not addressed, particularly in the PSE Degree. Six SDGs—namely SDGs 1, 2, 6, 11, 12, and 17—are entirely absent from both degree programs. It is especially difficult to understand why topics so closely related to the global crisis, such as ending poverty, eradicating hunger, ensuring the availability and sustainable management of water, promoting sustainable cities and communities, advancing responsible consumption, and partnerships for the goals were absent from both the competencies and the content of the guides. Furthermore, SDG 13 was absent in ECE Degree and SDGs 8 and 9 in PSE Degree. The omission of these goals from both the competencies and the content of the syllabi leads to an incomplete and fragmented educational approach, as the interconnected nature of these global challenges requires a comprehensive, integrated response that can only be fostered through the inclusion of all relevant SDGs.
In terms of the opportunities provided by the teaching guides for the inclusion of the SDGs, outlined in the fourth research question (RQ4), these opportunities can be considered to be rather limited. This situation is particularly concerning, considering the substantial international efforts made in recent years, the widespread endorsement of the SDGs by most countries, and the legislative reforms—especially in the field of education—promoting their integration. Even more troubling is the lack of progress observed, despite the increasing urgency of the global sustainability crisis, in embedding these goals as core elements in the training of future teachers. Moreover, the analysis revealed no significant improvements in the teaching guides in the years following the study, as they continued to be used without meaningful updates in subsequent academic years.
These results align with those obtained in the systematic review conducted by Alcántara-Rubio et al. [38] on the implementation of the SDGs in universities. Their study, which examined the scientific literature from 2015 to 2020, found that most research on SDG advancement in higher education institutions referred to the analysis of their integration into curriculum design, with SDG 4 being the most emphasized and SDG 9 the least. Similarly, the findings are consistent with the study conducted by Albareda-Tiana et al. [47], which revealed few or scant references to SDGs 1, 13, 14, and 15 in an analysis of the teaching guides of the Faculty of Education at the International University of Catalonia. This analysis was based on reports prepared by Aznar’s team, titled “Evaluation of the Introduction of General Competencies and Specific Competencies for Sustainability in Undergraduate Studies at the University of Valencia”, a summary of which can be found in Aznar et al. [48].
Furthermore, these results are in line with those obtained by Idoiaga Mondragón et al. [49] in their analysis of how ESD is integrated into teaching by the teachers of the University of the Basque Country. Their findings highlight the need for Spanish universities to design and define clear models to incorporate ESD and SDGs into their curricula. In this regard, the unequal distribution of SDG mentions across subjects and courses is particularly striking. This is an essential consideration at the University of Valencia, where subject assignments to different departments can be decisive for the inclusion of SDG references. In the first years, many subjects are taught by departments not affiliated with the Faculty of Education (e.g., Psychology, History of Education), whereas in the final years, most courses are led by departments specializing in subject-specific didactics (e.g., Didactics of Experimental Sciences, Didactics of Social Sciences, Didactics of Mathematics…). This reality is relevant when planning improvement actions, as interventions aimed at integrating SDGs into initial teacher training should be initiated in those subjects where we have the greatest responsibility and capacity for their execution and where we can influence more directly to make the necessary changes.
At the international level, our findings converge with those of Aleixo et al. [50], who analyzed the integration of SDGs in higher education institutions in Portugal. Their study also noted greater integration of the SDGs in master’s programs compared to undergraduate studies. Similar trends were observed in Iceland [51], where an analysis of Faculty of Education guides (n = 463 courses) found a strong presence of SDG 4 but very limited emphasis on SDGs 1, 2, 7, and 13. It is striking that these SDGs are the ones that do not appear or appear very rarely in the degrees analyzed at the University of Valencia.
Following the same trend, the analysis of the curricula of the University of Helsinki (Finland), conducted by Korhonen-Kurki et al. [52], revealed an absence of SDG 1 references but included some mention of SDGs 3 and 5. Additionally, the study of the courses at Okayama University (Japan) and the University of Ljubljana (Slovenia) found a strong emphasis on SDG 4 but a low representation of SDG 13 [53].
Thus, based on the results obtained, which contribute to the completion of other previous studies and other national and international research that highlights both progress and persistent challenges in addressing ESD and the SDG [54], we note important trends and limitations. Despite existing legislation and the university’s involvement to support their integration into university classrooms, we emphasize the urgent need for deeper and more active engagement of university faculty. This requires changes in the curricula, in accordance with Royal Decree 822/21, so that all SDGs, and their close connections, are present and explicitly stated, particularly in the training of future faculty and in all subjects and courses. In this way, it will be possible to make it effective in the ECE and PSE stages and thus con tribute to the students acquiring an education that allows them, according to their development and possibilities, to face the challenges that will be presented to them as future citizens.
It is therefore a new and specific contribution to the field of study. The article highlights some recent contributions in ESD and Education for the SDG but also the need for further development and other in-depth studies that contribute to greater attention to teacher training in particular, such as the one developed here.

Author Contributions

Conceptualization, J.C., M.À.U. and A.V.; methodology, all authors; validation, all authors; investigation, J.C. and M.À.U.; data curation, J.C. and M.À.U.; writing—original draft preparation, J.C., M.À.U. and A.V.; writing—review and editing, all authors; visualization, M.C., T.P. and O.M.; funding acquisition, J.C. All authors have read and agreed to the published version of the manuscript.

Funding

This work is part of the project Propuestas de mejora de la Enseñanza y el Aprendizaje de las Ciencias en Educación Infantil y Primaria basadas en la indagación y la modelización contextualizadas funded by MCIN/AEI/10.13039/501100011033/FEDER, EU, grant number PID2022-142019OB-100.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

All data are public, and you can find it on the web page of the University of Valencia (www.uv.es).

Conflicts of Interest

The authors declare no conflicts of interest.

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Table 1. Presence of aspects related to the different SDGs in the competencies (COMP), objectives (OBJE), and contents (CONT) across courses in the teaching guides of the ECE Degree (n = 35).
Table 1. Presence of aspects related to the different SDGs in the competencies (COMP), objectives (OBJE), and contents (CONT) across courses in the teaching guides of the ECE Degree (n = 35).
SDGsCurricular ElementsTotal
COMPOBJECONT
1st2nd3rd4th1st2nd3rd4th1st2nd3rd4th
1. No poverty0000000000000
2. Zero hunger0000000000000
3. Good health and well-being82270000930435
4. Quality Education191814100000220166
5. Gender Equality139970000411246
6. Clean water and sanitation0000000000000
7. Affordable and clean energy 0000000001001
8. Economic growth0000000010001
9. Industry/innovation0000000001001
10. Reduced inequalities187790000341150
11. Sustainable cities/commun.0000000000000
12. Resp. consum./product.0000000000000
13. Climate action0000000000000
14. Life below water0001000011014
15. Life on land0002000011015
16. Peace/justice strong inst.0300000001004
17. Partnerships for the goals0000000000000
Total5839323600002115210213
Table 2. Presence of aspects related to the different SDGs in the competencies (COMP), objectives (OBJE), and contents (CONT) across courses in the teaching guides of the PSE Degree (n = 32).
Table 2. Presence of aspects related to the different SDGs in the competencies (COMP), objectives (OBJE), and contents (CONT) across courses in the teaching guides of the PSE Degree (n = 32).
SDGsCurricular ElementsTotal
COMPOBJECONT
1st2nd3rd4th1st2nd3rd4th1st2nd3rd4th
1. No poverty0000000000000
2. Zero hunger0000000000000
3. Good health and well-being84750000010126
4. Quality Education232319190000220088
5. Gender Equality218760000210045
6. Clean water and sanitation0000000000000
7. Affordable and clean energy 0000000001001
8. Economic growth0000000000000
9. Industry/innovation0000000000000
10. Reduced inequalities239660000210047
11. Sustainable cities/commun.0000000000000
12. Resp. consum./product.0000000000000
13. Climate action0000000001001
14. Life below water0220000002006
15. Life on land0122000001028
16. Peace/justice strong inst.0011000001002
17. Partnerships for the goals0000000000000
Total75474439000061003224
Table 3. Distribution of subjects by course that address aspects related to the different SDGs and their relative frequencies in the teaching guides of the ECE Degree (n = 35).
Table 3. Distribution of subjects by course that address aspects related to the different SDGs and their relative frequencies in the teaching guides of the ECE Degree (n = 35).
SDGs1st (n = 11)2nd (n = 9)3rd (n = 8)4th (n = 7)Total SubjectsRelative Freq.
1. No poverty000000
2. Zero hunger000000
3. Good health and well-being122270.20
4. Quality Education10866300.86
5. Gender Equality10766290.83
6. Clean water and sanitation000000
7. Affordable and clean energy 010010.03
8. Economic growth100010.03
9. Industry/innovation010010.03
10. Reduced inequalities9966300.86
11. Sustainable cities/commun.000000
12. Resp. consum./product.000000
13. Climate action000000
14. Life below water110130.09
15. Life on land110130.09
16. Peace/justice strong inst.020020.06
17. Partnerships for the goals000000
Table 4. Distribution of subjects by course that address aspects related to the different SDGs and their relative frequencies in the teaching guides of the PSE Degree (n = 32).
Table 4. Distribution of subjects by course that address aspects related to the different SDGs and their relative frequencies in the teaching guides of the PSE Degree (n = 32).
SDGs1st (n = 11)2nd (n = 9)3rd (n = 6)4th (n = 6)Total SubjectsRelative Freq.
1. No poverty000000
2. Zero hunger000000
3. Good health and well-being8454210.66
4. Quality Education11966321
5. Gender Equality12965321
6. Clean water and sanitation000000
7. Affordable and clean energy 010010.03
8. Economic growth000000
9. Industry/innovation000000
10. Reduced inequalities10755270.84
11. Sustainable cities/commun.000000
12. Resp. consum./product.000000
13. Climate action010010.03
14. Life below water101130.09
15. Life on land121150.16
16. Peace/justice strong inst.001120.06
17. Partnerships for the goals000000
Table 5. References to sustainability or sustainable development in competencies (COMP) and contents (CONT) within the teaching guides of ECE Degree subjects, distributed by courses, indicating the presence of General Competence 15 (GC15) and others.
Table 5. References to sustainability or sustainable development in competencies (COMP) and contents (CONT) within the teaching guides of ECE Degree subjects, distributed by courses, indicating the presence of General Competence 15 (GC15) and others.
YearSubjectsCOMPCONT
GC15Others
1st111002
2nd9611
3rd8600
4th7521
Total352734
Table 6. References to sustainability or sustainable development in competencies (COMP) and contents (CONT) within the teaching guides of PSE Degree subjects, distributed by courses, indicating the presence of General Competence 3 (GC3) and others.
Table 6. References to sustainability or sustainable development in competencies (COMP) and contents (CONT) within the teaching guides of PSE Degree subjects, distributed by courses, indicating the presence of General Competence 3 (GC3) and others.
YearSubjectsCOMPCONT
GC3Others
1st111192
2nd9813
3rd6623
4th6522
Total32301410
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Cantó, J.; Ull, M.À.; Calero, M.; Pina, T.; Mayoral, O.; Vilches, A. The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides. Sustainability 2025, 17, 4909. https://doi.org/10.3390/su17114909

AMA Style

Cantó J, Ull MÀ, Calero M, Pina T, Mayoral O, Vilches A. The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides. Sustainability. 2025; 17(11):4909. https://doi.org/10.3390/su17114909

Chicago/Turabian Style

Cantó, José, M. Àngels Ull, María Calero, Tatiana Pina, Olga Mayoral, and Amparo Vilches. 2025. "The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides" Sustainability 17, no. 11: 4909. https://doi.org/10.3390/su17114909

APA Style

Cantó, J., Ull, M. À., Calero, M., Pina, T., Mayoral, O., & Vilches, A. (2025). The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides. Sustainability, 17(11), 4909. https://doi.org/10.3390/su17114909

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