Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.

Social evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.

Sustainable Development Goal 6 affirms the need to “ensure water availability, sustainable water management and sanitation for all” and thereby highlights a current problem in Spain caused by climate dynamics in the south and southeast of the peninsula and the islands. This study is based on a non-probabilistic online survey with 455 participants (n = 455) carried out to identify citizens’ views across the Autonomous Communities and detect good and bad practices, including efficiency gains and specific problems, derived from water management. Differences in perceptions were found regarding place of residence, gender, and education level, which were all especially significant in relation to territory. Generally, people who live in areas with greater water abundance are less aware of the need to make good use of it. There are no major differences in terms of gender, although there is a greater awareness among women about the effects of climate change and the need for good water management. It is argued that education should employ innovative materials and pedagogically motivating resources from school to university levels.

The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.

The emergence of new technological tools for territorial analysis, such as cloud-based GIS, or GIS viewers, compels us to closely examine its usefulness in geographic education. Specifically, it raises the professors and teachers’ questions: what to teach? how to teach? and what will students learn? This research responds to these three questions by interviewing Spanish experts who know how to use these tools to teach geography at university and secondary school levels. The Delphi technique was applied to achieve this, which established consensus and led to the following results from experts’ own experience: (1) that GIS help to understand territory in an experiential and non-memoristic way and (2) they enable the development of spatial thinking. This paper concludes that changes in methodologies and integrate technical knowledge into teacher training are needed.

Education has a crucial role to play in helping meet the Sustainable Development Goals, for which the initial training of university teachers, and its evaluation, are all essential. In this context, the authors developed an outdoor work task, consisting of an orientation game in ‘medieval Madrid’. The main objective was to show future teachers how they can enable their own students to value cultural heritage in order to acquire sustainability competencies. The task was evaluated by participants using a questionnaire, in order to make them aware of the acquired competencies. A gamification component was added to the outdoor task to create a healthy competitive environment. In this way, future teachers were able to observe how a teaching activity is evaluated; learn how to organize a didactic activity that can be extrapolated to other territorial and heritage realities; and employ their mobile devices to learn the foundations of sustainability in heritage management. Additionally, they acquired teaching competencies that promoted quality education and contributed towards two of the Sustainable Development Goals, specifically: 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and 11 “Make cities and human settlements inclusive, safe, resilient and sustainable”.