Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.

The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

Environmental education plays a fundamental role in the fight against climate change and the transformation towards a more sustainable and environmentally friendly socio-economic model. This study shows how to evaluate the effectiveness of a program for compulsory education students in Spain. The subject of the program focused on the effects of climate change in relation to our consumption model and the generation of waste. A mixed research methodology is proposed that combines a quantitative (10 items on the Likert scale, n = 714) and qualitative approach (category construction and analysis on open-ended questions). A study of the reliability and validity of the measure was carried out through a categorical principal component analysis (CATPCA). The multivariate analysis of variance (MANOVA) correlates the gender and educational level of the students to the learning acquired in the program. For example, the results show how students are convinced that adopting minimal pro-environmental habits (turning off lights and unplugging electronics, choosing public transport to get around, or using solar and wind power to produce electricity) can help mitigate climate change. The conclusions show the difficulties and challenges of education for responsible consumption, emphasizing the development of environmental education programs for reducing the effects of climate change.

Aggressive conflicts are quite frequent in schools, and all students take part in them. Bullying and cyberbullying are the most common methods used. The main objective of this work was to prevent and reduce aggressive behaviors among school children. In this study we present the results of an intervention that we have carried out in two education centers, one public and one semi-public, with students between the ages of 11 and 14. This intervention was done using music and was reinforced by a talk about human values. Two hundred adolescents from the autonomous city of Melilla, Spain, took part in this study. This was a quasi-experimental study with pre-test/post-test design and an equivalent randomized control group. The instrument used was the Garaigordóbil Cyberbullying Test. The musical intervention lasted for four months. The effect of the intervention program was checked through the t-test of related samples, checking the size of the effect through Cohen's d. The results showed a decrease in victims, aggressors and witnesses of cyberbullying in the semi-public education center and a decrease in victims of bullying in the public center. It is concluded that music can be a valid resource in making people aware of aggressive behaviors and in helping to reduce it.

The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children’s well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children’s well-being.