The recent irruption of ChatGPT, a powerful chatbot that uses a “Chat Generative Pretrained Transformer” language model, could revolutionize education worldwide since it can greatly affect the competence development that students need to achieve for their professional future. The aim of this work is to assess the level of knowledge of ChatGPT and the perception of its possibilities of use in education by students studying the Primary Education Degree at the University of León (Spain) from a double perspective: as students and future teachers, respectively. For this purpose, a descriptive, cross-sectional, non-experimental, and quantitative research design was carried out, with the design and elaboration of a questionnaire. The questionnaire data were statistically processed by calculating relative frequencies. The main results highlight that students have a positive perception of ChatGPT use, with potential applications in education, and do not perceive it as a threat to the deterioration of the educational system as long as the sources of the data generated by the tool are verified. In addition, as students and future teachers, they need more knowledge about the operation of ChatGPT to ensure its correct use and maintain the quality of the education system. Thus, to overcome ChatGPT irruption in education, digital literacy is crucial at all educational levels.

Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey’s tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones.

El objetivo de esta investigación es realizar un análisis acerca del nivel de conocimiento e interés personal y educativo en los Objetivos de Desarrollo Sostenible (ODS) y la Agenda 2030 del profesorado de Educación Secundaria en formación, así como comparar si estos dependen de la especialidad educativa del futuro docente. Para ello, se elaboró una encuesta como herramienta de investigación cuantitativa, distribuida a los alumnos del Máster de Formación del Profesorado de la Universidad de León durante el curso 2021/2022. Una vez se recogieron los datos, se dividió a la muestra en dos agrupaciones independientes, bajo el criterio de la especialidad: “Ciencias Experimentales” y “Resto de especialidades” y para determinar diferencias significativas entre ambas, se realizó un análisis de pruebas no paramétricas U de Man Whitney. Los resultados revelan diferencias significativas para cuatro de las ocho categorías establecidas en el estudio. Así, se observó un mayor nivel de conocimiento, formación, experiencia y percepciones positivas sobre los ODS, entre los futuros docentes de “Ciencias Experimentales”. Para avanzar, por tanto, en una Educación socioambiental transdisciplinar de la ciudadanía será necesario incentivar la formación y la motivación en estos temas, de los educadores actuales y futuros de todas las disciplinas.

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