A study about pre-service teachers’ knowledge of the Sustainable Development Goals
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 2 August 2024
Abstract
Purpose
The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.
Design/methodology/approach
A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).
Findings
Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.
Practical implications
The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.
Social implications
Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.
Originality/value
This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.
Keywords
Acknowledgements
The authors acknowledge the participation of respondents and the support of their faculties as well as three anonymous reviewers, whose comments greatly helped enhance the quality of this article.
Fundings: This research was partially funded by the Spanish Ministry through the project “Study on the Teaching of Science in Early Childhood and Primary School Education: Improvement Proposals (formaprofe3) – PID2019-105320RB-I00”. Additional support was provided by Climate-KIC, a Knowledge and Innovation Community supported by the EIT, a body of the European Union, through the Young Innovators Project 2019-2022 (EIT_4.1.2_220147_P165_1B). Part of the results of this research provide the basis for the work carried out by the Chair of Scientific Culture for Climate Emergency (CCC Chair) of the University of Valencia, funded by the Regional Ministry of Agriculture, Rural Development, Climate Emergency, and Ecological Transition.
Conflicts of interest: The authors declare no conflict of interest.
Citation
Calero, M., Pina, T., Mayoral, O., Cantó, J., Ull, M.Á. and Vilches, A. (2024), "A study about pre-service teachers’ knowledge of the Sustainable Development Goals", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-07-2023-0284
Publisher
:Emerald Publishing Limited
Copyright © 2024, Emerald Publishing Limited