Crisis situations such as the current Covid-19 pandemic are a catalyst for change. This study stresses the need to work towards achieving quality education, and to prepare future teachers in sustainability competencies. The research questions are related to the key competencies necessary to accelerate change and to how to increase awareness and literacy of the SDGs in higher education. A quantitative methodology aimed at improving the training of future teachers who engage in reflective and critical thinking was used. Data were gathered on the level of reflection of students from three Spanish universities. The instrument used, the Reflective Practice Questionnaire, includes concepts defined in the literature related to reflective capacity such as Reflection in Action, Reflection on Action and Reflection with Others. The results of the study provide quantitative data showing a positive impact of reflective practice on future teachers. Education for sustainable development requires participatory methods that motivate and empower students to change their behaviour. Reflective practice must be accompanied by processes of communication and supervision that encourage confidence and the desire to improve. Training future teachers in reflective practice should be a differentiating element to achieve quality education, allowing adaptation to current and future adverse situations.

The study is aimed at training sports technicians in the Spanish state. Currently, most of them are in transitory period. For research, the Theory of Resistance in Innovation has been considered. This theory proposes a functional dimension and a psychological dimension with five factors: (Use, value of the product and risks involved) and (elements associated with traditional beliefs and those related to the image). The context studied was the courses taken by the Royal Spanish Skating Federation. The methodology followed in this research is empirical-analytical with a non-experimental approach. It will be basically a descriptive investigation. For this, an ad-hoc instrument was constructed with quantitative and qualitative response items. Among the results, it is worth highlighting the significant differences existing in students with experience in distance learning in the variable of acceptance of new technologies. In the qualitative part, it is recognized that the online mode allows to apply the knowledge immediately although there are difficulties during the first weeks. The creation of the figure of a tutor is proposed, which will catalyze the introduction to students’ courses, facilitating the use of the platform before the start of the course.