Enquiry-based learning as a strategy to include the SDGs in initial teacher training

Abstract

This research study is situated within the framework of Education for Sustainable Development (ESD). An experiment is put forward and analysed by means of a descriptive study of an interpretive nature. It is developed through a Teaching Innovation and Improvement Project, including 360 future early childhood education and primary school teachers and six teachers from the Universidad de Cádiz (Spain). The didactic strategy used is enquiry-based learning and it culminates in the celebration of a congress whose structuring axis is the Sustainable Development Goals (SDG). The aim is to analyse if the enquiry-based learning strategy implemented is useful to achieve the learning objectives of the SDGs proposed by UNESCO. The results will enable assessing the adequacy of the strategy to include ESDin university classrooms and to adapt the didactic design if necessary.