Sustainability and Initial Teacher Training: Analysis of the Impact of Active Methodologies on Education for Sustainable Development

Abstract

This study examines Early Childhood Education students’ perceptions of active methodologies and their impact on sustainability training at the University of Jaén (Spain). Using a sequential explanatory mixed-methods design, quantitative data were collected from 195 students, complemented by qualitative discussion groups to analyze knowledge of the Sustainable Development Goals (SDGs), the use of participatory methodologies, and faculty involvement. The results indicate that while students possess a solid understanding of the SDGs and value active methodologies for acquiring transversal competencies, there is limited practical engagement in university sustainability initiatives. Qualitative findings reveal that students perceive active methodologies as highly effective for fostering autonomy, critical thinking, teamwork, and sustainability-related competencies. However, they also emphasize the need for greater faculty support and more systematic integration of sustainability across the curriculum. The study concludes that active methodologies are a key tool for transforming teacher education and preparing future educators to promote sustainable development in early childhood settings.