The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

To promote prosocial behaviour, in the present study, we observed the human values that may predict it within the realms of the transcendental views of life, society’s shared culture and the world of personal and interpersonal affections. To do this, we started with two hypotheses: (1) prosocial behaviour differs according to gender and participation in volunteering; and (2) the variables of transcendental values, cultural development, affective development, gender and participation in volunteering predict prosocial behaviour.To do so, we conducted a quantitative study based on the cross-sectional, social analytical-empirical research method. We used a validated instrument with a large sample of 1,712 individuals living in the multicultural context of the Spanish city of Melilla, located in North Africa and one of only two land borders between Europe and Morocco. Values that could promote prosocial behaviour were grouped into four dimensions to locate relevant factors that helped identify which values are linked to specific actions, both formal and informal, through an inferential analysis focusing on regression and multivariate analysis of variance.Our findings highlighted the linkage of the transcendent dimension of the individual in relation to his or her level of prosocial behaviour and the role of women as socialising agents.

Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.