Examining the Integration of SDGs in a First-Year Methodology Course: A Case Study in Social Education by Admission Pathway

Abstract

Purpose – This study analyses how Sustainable Development Goals (SDGs) are incorporated intoa first-year Social Education methodology course at a Spanish public university. It assesses theimpact on students' understanding of sustainability and its relevance to socio-educationalresearch and future careers, considering different admission pathways.Design/methodology/approach - A case study on integrating the SDGs into a methodologycourse, which involved 110 students. Students' knowledge and perceptions were measuredbefore and after the teaching experience using an online questionnaire. Differences based onadmission pathways (CFGS and PAU) were explored.Findings - Initially, students had a low understanding of sustainability and SDGs, with thoseentering through PAU having an even lower understanding. However, both groups showedsignificant improvement after the teaching experience. Interestingly, the pattern ofdifferentiation was inverse, with PAU students showing a higher level of SDG knowledgecompared to CFGS students by the end of the course. While students recognised the importanceof SDGs in their careers, their personal involvement with them in daily life appeared moderate.Research limitations/implications - The assessment tool, based on validated surveys, aims forbetter accuracy in measuring university students' knowledge and perceptions of sustainability.Future research may broaden its scope to assess effectiveness in different courses and amongdiverse student groups.Practical implications – The variations in student knowledge and perception about sustainabilityand the SDGs, before and after the teaching experience, and across different admissionpathways, highlight the important role of higher education institutions in achieving equity andshaping future change agents’ perspectives.Originality/value – These findings reveal how innovative educational experiences promotesustainability and social responsibility among university students, emphasising the crucial roleof ongoing assessment in ensuring effective sustainability and equity education.