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This study explores the possibilities of linguistic and literary education to address the subject of the Sustainable Development Goals (SDGs) and to foster reflective thinking in teacher training. The theoretical framework is based on a conceptual framework of transdisciplinarity, the paradigm of literary and reading education, and the use of active methodologies such as Learning Situations (LS). The project consists of developing Learning Situations following the guidelines of the LOMLOE and has been carried out using Project-Based Learning (PBL) methodology on university-level Primary Education Teaching degree students. The component of transdisciplinarity, the development of reflective thinking, and didactic aspects related to the SDGs were studied. An ad hoc questionnaire with pre-test and post-test based on Sabariego et al. (2020) was used, as well as two qualitative instruments: the conclusions of the Learning Situations elaborated and the reflections of the participants. The analysis of the pre- and post-test questionnaires shows a general improvement, with significantly higher scores in the post-test, in the areas linked to methodology and satisfaction with the activity. The results demonstrate that the transdisciplinary approach based on the SDGs promotes critical thinking and enriches the educational experience. [ABSTRACT FROM AUTHOR]

This article examines the sectorial policy of official development assistance (ODA) linked to education through the cosmopolitan engineering of the Sustainable Development Goals (SDG) that have defined global policies (Barandiarán, 2017), of which cooperation and education constitute two objects of analysis and research. To this end, we review the Spanish case of the ODA-education tandem and how, closely linked to the homogenizing world political orthodoxy that is intentionally expressed by international organizations, ODA at present and in this specific area has been channelled and transmuted into the fourth Sustainable Development Goal (ODS 4), also focused on education. Qualitative techniques are used to analyse documents and content of international organizations and official reports on ODA and SDG 4. The conclusions highlight the initial discourse of the existing link between current Spanish policy on SDG 4 and that of ODA, while elucidating its most immediate future projection. [ABSTRACT FROM AUTHOR]