This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

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El “sentir femenino” proporciona la posibilidad de nuevos modos de relacionarnos, cualitativamente diferentes a los transitados hasta ahora. También ofrece la posibilidad de vivenciar y experimentar una moralidad que se alimente de renovados valores basados en la igualdad y la cooperación, pero, sobre todo, en la generosidad y la justicia. El aporte de este texto se fundamenta en la necesidad de ubicar la sostenibilidad de la vida en el centro de las prioridades económicas, sociales, culturales y, por tanto, educativas. La calidad de vida y la justicia social son realidades por conquistar, a distribuir equitativamente. Para ello, se necesita que, desde todos los foros influyentes, se construya una ética educativa, justa y dialógica, imprescindible para rescatar “lo femenino”. Encontramos en el ecofeminismo una acción política y crítica que toma partido y busca entender las raíces interconectadas de toda dominación

transmitir y consolidar dichos valores, como el progresivo individualismo, convertido la mayoría de las veces en auténtica y profunda insolidaridad, se ve potenciado por los medios de comunicación, que en este caso se convierten en instrumentos alienantes al servicio del poder establecido. Asistimos a la desvinculación del ciudadano en cuanto a identidad como un ser social. Rebuild our social role, specific training and practice in our classroomsThe widespread conformism of the masses in our societies, fueled by the media, unify thinking and promotes a general apathy, leads to a disintegration of popular sovereignty that questions or modify the powers that be. By abandoning our political responsibility, we left our citizansship, therefore, urges us to consolidate ourautonomous ethics, which motivates us to participate actively in the problemsaround us.The active exercise of responsibilities, we must lead to the need to combine rights with responsibilities or duties as, the lack of citizen involvement inthe problems of the community brings us to the socioeconomic model that we have. From education, we try to approach a concept of citizenship, seeking to link the notion of universal justice with that of belonging to a community and its commitment to participate. Democratic dynamics require constant construction, hence the importance of educating democratically these values, we must make our lives a democratic exercise. Educating individuals to be consolidated as responsible citizens and participatory public life. However, it presents many difficulties to communicate and consolidate these values, such as progressive individualism, converted most of the time in real and profound lack of solidarity, is enhanced by the media, which in this case become alienating the instruments service of established power. We attended the disengagement of citizens in terms of identity as a social being.