In the training of pre-service teachers, promoting changes in everyday activities to favour environmental conservation is still a challenge. This paper discusses the main difficulties of pre-service teachers in the process of building relationships between sustainability and their lifestyle. For this purpose, a problem-based learning programme was designed, consisting of three socio-ecological problems. In each of them, we analysed three components which define these interdependences: pressures, importance and solutions for conservation. There were 72 participants in the whole programme and 1296 responses were assessed, by establishing three levels of sophistication for the relationships between sustainability and their lifestyle in each component. The pre-service teachers readily admitted the pressures on the environment exerted by certain everyday activities. In addition, they progressed on the identification of the importance of ecosystem services in their lives, and they pay attention to those services linked to socio-economic and cultural activities. The greatest difficulties lay in proposing solutions of conservation that involve changes in personal habits towards more-sustainable ones. These difficulties are discussed, as well as the educational implications that may be derived.

The assessment of environmental policies and sustainability in socio-ecological systems (SES) should be tackled from a holistic perspective, using methodologies such as dynamic system models. However, the integral assessment of SES generally suffers from high levels of uncertainty. In this work, the potential of sensitivity analysis (SA) to assess uncertainty and its implications in SES models, specifically in the Fuerteventura sustainability model, has been explored. An extensive SA was applied in different stages of model development and application. The different SA techniques applied allowed, besides a detailed assessment of robustness, the identification of leverage points and their application to define environmental policies and management measures intended to improve sustainability. The results suggest that measures based on leverage points identified by the SA in the model are more effective than others proposed so far by different agents. Furthermore, the assessment of uncertainty of measures thought to contribute to sustainability shows that, when uncertainty ranges are considered, the thresholds of some sustainability indicators might be exceeded, whereas mean values would not. Therefore, the surpassing of some sustainability thresholds might go unnoticed if uncertainties are not considered in the policy analysis. This work shows SA to be a powerful tool that provides important insights to policy makers and end users, with regard to improving environmental policies for sustainability.

We explore the relationships that future teachers establish between food consumption and sustainability, as well as their intentions to act and their competences in ESD, after a training program. Three instruments were designed and analyzed within the methodological framework of qualitative content analysis. The results showed that, although the future teachers set adequate relationships, they still had significant difficulties in accepting the need for ambitious changes in their diets. Their educational proposals are focused on the diagnosis of the problems instead of the assessment of the sustainability of eating habits and the empowering of learners to take responsible decisions and actions.

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