This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, SCOPUS, and SciELO, 16 were selected for an exhaustive analysis. It was determined that this topic is still in the process of development, focusing on aspects such as learning content, pedagogy, and the learning environment. Most studies employed qualitative methodologies. Contextualization in sustainability is the most advanced competency. The results highlight the importance of continuing to investigate and develop effective strategies to integrate ESD in the continuous education and training of mathematics teachers. It is essential to address the development of competencies in ecological and mediational facets, ensure solid knowledge of mathematical content, employ adequate pedagogical strategies, and understand the relationship between the environment and mathematics. These findings offer insights into the prevailing trend of integrating ESD into mathematics education through ESD elements and didactic competencies, as evidenced by recent studies involving both practicing and pre-service teachers. This understanding may promote the enhancement of the quality of mathematics education practices within this domain.

This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.

The Statistical Reasoning Level of Chilean Students of Pedagogy in Mathematics on Statistical Hypotheses Tests

Este estudio analizó las competencias genéricas, matemáticas y de sostenibilidad desarrollables con las tareas derivadas de las actividades de aprendizaje de estadística y probabilidad asociadas a la igualdad de género (ODS5) en los once libros de texto de matemática utilizados en los primeros seis años de Educación Primaria en Chile. Se empleó un enfoque cualitativo y la técnica de análisis de contenido para examinar la relación entre estas tareas y las competencias. Mediante una exhaustiva revisión de estos libros, se identificaron las tareas de género, luego se las categorizaron según los tipos de competencias. Los resultados revelaron una carencia en el desarrollo de competencias de sostenibilidad en estas tareas, a pesar de la presencia de la competencia de pensamiento crítico. Además, se observó una disparidad en la cantidad de tareas relacionadas con el género, concentrándose principalmente en los grados 5° y 6°. Estos hallazgos subrayan la necesidad de una integración más adecuada de las competencias de sostenibilidad y una representación equitativa de género en las tareas de estadística y probabilidad de los libros de texto, para contribuir así a una educación equitativa desde las tareas y actividades de la estadística y la probabilidad en los libros de matemática de la Educación Primaria. El estudio concluye que se requiere una mayor atención a estos aspectos para mejorar la calidad de la educación en Chile en término de ODS 5.

Purpose: This study aims to analyze the impact of regular taekwondo and Shaolin Kung-fu practice on the emotional well-being, academic engagement and physical health of Chilean university students.Design/methodology/approach: A mixed-methods design was adopted, combining quantitative and qualitative techniques. Quantitative data were collected through biometric measurements (e.g. weight, body mass index (BMI) and blood pressure) and closed-ended survey items. Qualitative data were obtained from open-ended survey responses and structured interviews, allowing for the exploration of participants’ subjective experiences related to academic engagement and well-being.Findings: Quantitative results indicated improvements in physical health indicators, such as reductions in body weight, BMI, waist circumference and enhanced cardiovascular parameters. Qualitative findings revealed that participants reported better stress regulation, increased motivation and improved concentration and classroom attention. These perceived changes were associated with stronger academic engagement and a greater sense of emotional stability. Additionally, several participants highlighted the development of interpersonal skills, including enhanced self-confidence and social interaction. Overall, the findings suggest a positive relationship between students’ well-being and their academic engagement, as supported by the structured practice of martial arts.Research limitations/implications: The study is limited by a small sample size and context-specific design, pointing to the need for broader and longer-term research to confirm these initial findings.Practical implications: The results suggest that integrating martial arts into university wellness initiatives may foster both academic engagement and student well-being.Social implications: This study suggests that integrating martial arts into universities may enhance student well-being, reduce stress and foster self-regulation and perseverance, supporting holistic development in sedentary academic contexts.Originality/value: This research provides original insights into the potential of martial arts programs to support students’ holistic development, contributing to the discourse on innovative strategies for improving well-being and engagement in higher education.