Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the concept of energy in secondary education curriculum from a sustainable perspective. Likewise, the levels of cognitive demand in the curriculum for the students’ acquisition of the concept are analyzed. The design of the research is a descriptive, exploratory type, with mixed qualitative and quantitative analysis of the obtained data. A methodology similar to that carried out in other researches was followed, and an analysis established a system of categories to classify the references found. The results obtained reveal that the regulations that govern teaching of secondary education (12–18 years) deal in depth, and in an compulsory way, with the concept of energy. However, more action is required to promote sustainability at all stages of education, in order to alleviate current and future environmental problems.

Diversos estudios han señalado la relación del dominio afectivo y el cognitivo en ciencias. El objetivo ha sido comparar las emociones, actitudes y niveles de autoeficacia ante áreas STEM (Science, technology, Engineering and Mathematics) en diferentes etapas educativas. El diseño de investigación ha sido exploratorio y cuantitativo. La muestra ha estado formada por 1097 estudiantes, 540 de Secundaria, 444 de Primaria y 113 maestros en formación. Los instrumentos de medida han indagado en factores emocionales y actitudinales en base a las variables del estudio. Los resultados han revelado que predominan las emociones positivas ante áreas STEM en primaria, existiendo un declive emocional al aumentar el nivel académico. Asimismo, han predominado las emociones positivas en actividades experimentales, y las emociones negativas en actividades de carácter tradicional. Los alumnos de primaria y secundaria han considerado que las estrategias didácticas prácticas facilitan su aprendizaje. Sin embargo, los maestros en formación han mostrado preferencia por el uso de estrategias tradicionales durante sus prácticas docentes, considerando que su alumnado aprendería con ellas. Los niveles de autoeficacia de los participantes han variado en función del nivel académico, y se han encontrado diferencias estadísticamente significativas entre la etapa de secundaria frente al maestro en formación, pues en este colectivo decaen los niveles de autoeficacia ante áreas STEM.

The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.

The overall purpose was to analyze the reference to the concept of waste (closely related to sustainable development within the framework of environmental education) in the regulation that standardizes Compulsory Secondary Education. A qualitative research design was carried out based on a descriptive statistical analysis. A system of categories has been established. The different subjects in which the concept of waste is taught, the contents proposed and the approach that is given to the concept were analyzed. The concept of waste appeared in different expressions, which were the indicators of this study. The results reveal that the current legislation, both national and regional, gives very little relevance to this concept. Although the regulations offer opportunities in education to study this concept, it is insufficient and incomplete in this regard. These results allow us to affirm that the study of the concept of waste in the school stage is not encouraged.

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).