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.

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps in labour market inclusion are easily widened amongst those who, for various reasons, have not received adequate training, such as immigrants (including unaccompanied foreign minors) and young people without qualifications that have several difficulties in the access to higher education. Further, as is noted in the Phoenix report entitled Future Work Skills 2020, our educational system suffers from a lack of training with regards to the employment skills that need to be integrated into current society, as these have a crucial role for achieving success in the workplace. The aim of this study is to analyse the key skills for the inclusion of Unaccompanied Foreign Minors (UFM) in the workplace, developing a scale for the assessment of ten basic skills for the work of the future. These individuals are mostly young people without qualifications trying to make it in the new environments of current Smart Cities. This study employs an empirical and experimental methodology with two comparison groups of UFM adolescents. The UFM population is contextualised by the migratory flow from North Africa to Europe. Multistage sampling was used to select 345 participants. An approximation scale of the level of Future Work Skills was created as a data collection instrument through simulations of Horizon 2020 (EA-HFL-SH2020). Multivariate analysis was performed which revealed significant differences between school variables, work experience and educational level. The results are aligned with the evaluation of skill acquisition level for the working future of UFM and with the proposed training model of work skills that facilitate their inclusion in the world of the European workforce, as a function of the significant differences found. In addition, the emphasis is placed on the interest of identifying this type of skills in this group in order to develop appropriate training programs in higher education for employment success.

Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level α = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out.

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.

The objective of this study is to analyse individual differences in quality of higher education through the pursuit of satisfaction with a focus on sustainability, whilst considering variables pertaining to groups (family, teachers and pupils) and satisfaction in a sample of 1091 Italians: 510 pupils (45.8%), 121 teachers (11.1%) and 469 relatives (42.9%). Once the quality parameters of the instrument (quality of higher education through the pursuit of satisfaction with a focus on the sustainability (QHES) questionnaire) were determined, reliability was confirmed through confirmatory factor analysis using structural equation modelling methodology, and data collection was initiated. Results from the multi-level study (ANOVA) showed significant differences between groups. From this, it can be concluded from the study that the role performed by a quality education oriented towards sustainability equally includes teachers, students and relatives. This role focuses on the battle to incorporate effective participatory methods into the teaching process, motivating members of the educational community and social future in the search for knowledge, skills, attitudes and necessary values. This will forge a sustainable future given that it does not only depend on the characteristics and experiences of individuals but also their training, both within the centre and their families. This factor is of vital importance, as demonstrated and concluded in the present study.