The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides

José Cantó (), M. Àngels Ull, María Calero, Tatiana Pina, Olga Mayoral and Amparo Vilches
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José Cantó: Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
M. Àngels Ull: Group of Research in Sustainability, Inter-University Institute López Piñero, University of Valencia, 46003 Valencia, Spain
María Calero: Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
Tatiana Pina: Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
Olga Mayoral: Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain
Amparo Vilches: Department of Experimental and Social Sciences Teaching, University of Valencia, 46022 Valencia, Spain

Sustainability, 2025, vol. 17, issue 11, 1-14

Abstract: 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.

Keywords: teacher training; early childhood education; primary school education; SDGs; 2030 agenda (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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