Esta investigación se enmarca en la formación del profesorado en el Máster Universitario en Profesorado de Educación Secundaria. Se muestran resultados de un análisis de las guías docentes de asignaturas de las especialidades de Biología y Geología y de Física y Química del Máster con el fin de examinar en qué medida está presente la educación para la sostenibilidad (EpS). Así mismo se aborda la formación de equipos colaborativos del profesorado para favorecer la adquisición de competencias en sostenibilidad y en EpS entre las metas formativas de sus proyectos docentes y que arbitren los medios, recursos y procedimientos para su consecución eficaz. Se proponen aportaciones fundamentadas que traten de impulsar la atención a la EpS en la formación del profesorado de Secundaria.

Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.

Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is being done and what could be improved. Despite this, a big gap has been detected in the assessment of architectural education in Spain and worldwide. Thus, a close-ended questionnaire for students has been designed based on the outcomes from a literature review, exploratory interviews with specialists, and the qualitative analysis of two schools of architecture. Additionally, it has been revised by experts, through the pilot study of a preliminary version, and with the supplementary analysis of the answers to a final test with students from different schools. In particular, this questionnaire allows for comprehensively measuring the students’ perception of their sustainability learning outcomes, their learning experience, and the connection between, with the aim of facilitating the adjustment of Spanish architectural education towards the introduction or enhancement of sustainable development by education managers, teachers, policymakers, and professional associations.

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).

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.