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Estamos en un momento histórico, político y cultural marcado por el colapso sobrevenido de crisis mundiales desorbitadas conectadas por la emergencia sanitaria derivada de la COVID 19. Entre ellas, la crisis climática, que expande en nuestros mares y disemina por tierras de todo el mundo a miles de personas refugiadas climáticas; las tensiones políticas entre ideologías extremas que dejan en entredicho la legitimidad de la diversidad cultural de un país como España o la guerra de Ucrania que, por intereses económicos, políticos, culturales o sociales, no deja en buen lugar facultades distintivas de nuestra especie como la razón, la equidad, el respeto a la diversidad o la fuerza de la palabra.

Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

La formación del profesorado y la mejora de la profesión docente desafían a los sistemas educativos desde hace décadas. Nada, o muy poco, de lo que esperamos de la educación, de sus enseñanzas y aprendizajes, desde la Educación Infantil hasta las Universidades, le resulta ajeno. Y aunque, con frecuencia, se alude a la necesidad de reconocer y dignificar su quehacer profesional, todavía estamos lejos de que las palabras se concreten, con los niveles de coherencia exigibles, en realidades tangibles. Si como se afirma en el Informe elaborado por la Comisión Internacional sobre los Futuros de la Educación (2022) “los docentes son figuras clave sobre las que reposan las posibilidades de transformación”, repensar su formación inicial y continuada no admite demoras, sea cual sea el ámbito territorial, educativo, o social en el que nos situemos. Con esta perspectiva, valoramos positivamente las oportunidades que abren las “24 propuestas de reforma para la mejora de la profesión docente”, que el Ministerio de Educación y Formación Profesional (MEFP) español ha trasladado recientemente a las comunidades educativas y a la sociedad, en general. Además, con la voluntad inequívoca de sumar argumentos a las deliberaciones y decisiones que se adopten, exponemos un conjunto de reflexiones, evidencias, propuestas, etc. incluidas en el Informe transversal realizado por los autores sobre el Máster Universitario de Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas (MUFP) en las nueve Universidades catalanas que lo imparten, por iniciativa de la Agència per a la Qualitat del Sistema Universitari de Catalunya (2021). De la evaluación realizada, con datos obtenidos a través del Marco de Verificación, Seguimiento, Modificación y Acreditación (VSMA) del que hace uso AQU, se derivan resultados, conclusiones y retos de futuro estimables, convergentes con algunas de las 24 propuestas contenidas en el Documento para el debate del MEFP., Teacher training and improving the teaching profession has been a challenge for education systems for decades. Everything, or almost everything, we expect from education, from teaching and learning, from pre-school to university, is related to it. And although the need to recognise and dignify teachers' professional work is frequently highlighted, we are still a long way from turning words into tangible realities with the necessary levels of consistency. If as stated in the Report drafted by the International Commission on the Futures of Education (2022) "teachers are key figures on whom possibilities for transformation rest", rethinking their initial and ongoing training must not be delayed, whatever our territorial, educational, or social environment. With this in mind, we welcome the opportunities opened up by the "24 Reform Proposals for the Improvement of the Teaching Profession", which the Ministerio de Educacion y Formacion Profesional (MEFP) has recently made available to the educational communities and to society in general. We also present a series of reflections, evidence, proposals and more, with the clear intention of adding new arguments to the deliberations and decisions to be made, including the cross-discipline report written by the authors on the Master's Degree in Teacher Training for Compulsory Secondary Education, Vocational Training and Language Teaching (MUPF) in the nine Catalan Universities that offer it, based on an initiative by the Agencia per a la Qualitat del Sistema Universitari de Catalunya (2021). The analysis carried out, using data obtained through the Framework for the Validation, Monitoring, Modification and Accreditation of recognised university degrees (VSMA) adopted by the AQU, identifies results, conclusions and challenges for the future that align with some of the 24 proposals made in the MEFP Discussion Paper.

El desarrollo profesional del profesorado de Educación Superior y su formación en sostenibilidad en es una prioridad máxima para dotar de calidad a las universidades y así, dar respuesta desde este ámbito a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una experiencia de formación y desarrollo profesional docente, el programa de mentorización “Academy Sustainability Latinoamérica” (AcSuLA), llevada a cabo entre varias universidades españolas y varias latinoamericanas de tres países diferentes (universidades colombianas, peruanas y chilenas). La lógica metodológica de la investigación-acción y la estrategia de mentorización nos han permitido identificar facilitadores, barreras y retos de futuro presentes en los procesos formativos de las universidades latinoamericanas participantes en el programa materia de sostenibilidad. Los resultados muestran las barreras y facilitadores en 7 dimensiones de análisis (currículo, profesorado, directivas académicas, cultura institucional, directiva institucional, contexto local y contexto global) que ponen de manifiesto cómo la falta de apoyo y compromiso desde el marco político universitario o la falta de asignación y reconocimiento por pertenecer al proyecto pueden ser algunas dificultades significativas a la hora de implantar el programa. Si bien, un conjunto de elementos facilitadores del proceso que tienen que ver con la generación de sinergias y redes de trabajo interpersonales e interinstitucionales se sobreponen a esos obstáculos y favorecen un cambio en los modelos de gestión y práctica docente y que hacen de este proyecto, una iniciativa innovadora para explotar y expandir a otros contextos.

Understanding the similarities and differences between what the population think and the available science on the causes, processes, consequences and solutions of anthropogenic alteration of climatic phenomena opens a window to demonstrate that the common culture surrounding Climate Change (CC) can have a greater influence than its scientific representation, since the weight of certain variables associated with the ways in which this common culture is constructed in societies generates differences in the degree of importance given to the phenomenon. Understanding the social representation of CC among university students is of great interest, since communication about it is usually restricted to the field of research and its threat potential has barely reached the general public, causing a discontinuous flow that does not connect significantly with climate science, resulting in different beliefs about climate change and a common culture around it that generates doubts and uncertainties.

This chapter delves into the use of sustainability audits as a disruptive methodology through participatory action research to analyze the starting situation of educational centers in environmental matters. The use of these methodologies is sought to involve the entire educational community in order to carry out an analysis as global as possible. In this way, the needs and consequent environmental priorities are detected for the subsequent elaboration and determination of the different action plans. The main principles of the sustainability audits, ecoschool programs, and eco-participatory processes are presented together with the analysis of common issues when performing the audits and the selection of real experiences in different educational centers where how the implication of the community, and especially students, in the sustainability audits contributes to the generation of participatory attitudes and behaviors which improve the commitment of the centers towards sustainability, spanning from early childhood to higher education.

The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution&rsquo, s water, solid waste, and energy management, (2) the planning of innovative activities related to water, solid waste, and energy, and, (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability.

This chapter revolves around the commitment to sustainability of non-governmental organisations (NGOs). It deals with the construction of a system of indicators of the greening of these organizations, taking as a reference the possible evidence of their commitment to sustainability. These indicators have constituted the basis for the design and validation of an observational record (an estimation scale) to assess said commitment. This observational scale, made up of 51 indicators divided into 10 large dimensions, enables the estimation of the degree of presence of these aspects in the work carried out by NGOs, using the information available on the corporate web portals of these organizations as a source of analysis. From an exploratory perspective, and after applying the designed instrument, this work aims to characterize the greening tasks developed by eight NGOs (in both Spain and internationally): Cruz Roja (Red Cross), Manos Unidas, Agua de Coco, APDHA Calor y Café, Médicos Sin Fronteras (Doctors Without Borders), Amnesty International, and Setem-Andalucía.

The shortage of water in the Iberian Peninsula has become one of the most pressing environmental problems and of greater transcendence in recent decades. This issue is also underlined at the international level because of climate change. The proliferation of interpretation centers that focus their attention on water in Spain is a relevant response to the need for public awareness of the problem of water as a scarce resource, as well as at the international level. Among the issues that we raise in this work we highlight: to what extent has been the strategy of the construction of Water Interpretation Centers (WIC) and if its contents, methodologies, resources and facilities have e ectively contributed to a greater awareness of the population on the problem of water? Finally, how are these centers fragile in time in relation to their stability and the working conditions of their sta ? The methodology is based on descriptive–evaluative research, with the following phases: preparation of a census of interpretation centers at the state level, and the design and submission of a form around six topics and data analysis. In conclusion, we can highlight that 150 centers have been registered. Finally, the main conclusion is that the crisis has a ected the sector, causing a drop in financing and in the supply of activities, where it has not recovered at present., Ministry of Economy and Competitiveness of the Government of Spain, European Union (EU) RTI2018-094074-B-100, Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities B-SEJ-424-UGR18

The United Nations’ (UN) 2030 Agenda brings new governance challenges to municipal environmental planning, both in large urban centres and in metropolitan peripheries. The opportunities of the new framework of action proposed by the United Nations (UN) and its integrative, global, and transversal nature constitute advances from the previous models of municipal management based on the Local Agenda 21. This text provides evidence to apply quality criteria and validated instruments of participatory evaluation. These instruments have been built on the foundation of evaluative research, a scientific discipline that provides rigour and validity to those decisions adopted at a municipal level. A case study focused on a metropolitan area serves as a field of experimentation for this model of the modernization of environmental management structures at a local level. Details of the instruments, agents, priority decision areas, methodologies, participation processes, and quality criteria are provided, as well as an empirically validated model for participatory municipal management based on action research processes and strategic planning that favours a shared responsibility across all social groups in the decision-making process and in the development of continuous improvement activities that are committed to sustainability. Finally, a critical comparison of weaknesses and strengths is included in light of the evidence collected., Project: ‘Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities’. B-SEJ-424-UGR18. Principal researchers: José Gutiérrez-Pérez and María de Fátima Poza-Vilches.

Sustainability is increasing their presence at universities, so it is convenient to reflect on the impact and effectiveness that university sustainability actions are having. Several authors have recognized mature experiences about environmental sustainability in the different dimensions of higher education: teaching, research, operations and outreach. Assessment of university sustainability is an emerging field of research of Education for Sustainable Development in Higher Education, because of the use by universities of assessment tools to improve the performance of its policies, but also to disseminate their results. This paper will try to define what is meant by ‘assessment of university environmental sustainability’ based on different evaluation approaches found in an integrative meta-analysis of specialized literature on the subject and review of assessment tools. While the most common evaluative approach is the self-assessment, to improve the implementation of policies, other approaches aimed at promoting university activity in sustainability through its participation in rankings or accreditation system increasingly are becoming greater presence. This leads to identifying a particular concern among universities to compete and appear in the university context as ‘sustainable’ without ensuring that their actions are being designed really to improve sustainability, at a university and global context.

This article compares the level of climate literacy observed among university students enrolled on different academic courses, sampled at the start and end of their degrees (N = 1,149). The study i...

Climate change (CC) is one of the challenges facing humanity in the twenty-first century. The complex nature of the phenomenon requires further empiric research from the field of social sciences in...

Este artículo pretende implementar un proceso de concienciación, empoderamiento y compromiso ciudadano. Se identifica el caso objeto de atención, un barrio costero de la ciudad de Comodoro-Rivadavia (Argentina) afectado por un problema de contaminación en el que se interviene con un programa de voluntariado universitario. Se realiza un estudio de caso a través de una estrategia de investigación-acción; la muestra la constituyen voluntarios universitarios, vecinos y responsables institucionales; los instrumentos de obtención de datos son de corte esencialmente cualitativo. Los resultados muestran que la acción educativa llevada a cabo consigue movilizar a la comunidad vecinal, haciéndole tomar conciencia del problema y generando en ella un empoderamiento que conduce a diferentes acciones que van desde la denuncia y la confrontación hasta la recreación de lazos comunitarios. En el programa la justicia social y la justicia ambiental tienden puentes que permiten pensar el futuro desde la toma de conciencia ciudadana de las condiciones de contaminación de su territorio, las causas y consecuencias ligadas a aspectos en los que lo político se entrecruza con los intereses económicos y la supervivencia en condiciones extremas de explotación de recursos naturales, This article aims to implement a process of citizen awareness, empowerment and commitment. The case is identified: a coastal area of the city of Comodoro-Rivadavia (Argentina) affected by a problem of pollution in which a university volunteer program is involved. A case study through an action-research strategy is used; the sample is constituted by university volunteers, neighbours and institutional leaders; the instruments of obtaining data are essentially qualitative. The results show that the educational action carried out can mobilize the neighbourhood community, making them aware of the problems and generating in it an empowerment that leads to different actions ranging from denunciation and confrontation to the recreation of community ties. In the program, social justice and environmental justice have bridges that allow us to think about the future from the citizen's awareness of the pollution conditions of its territory, the causes and consequences linked to aspects in which the political intersects with economic interests and survival in extreme conditions of exploitation of natural resources

Resumen Los ecosistemas acuáticos generan una serie de servicios fundamentales para mantener el bienestar humano y el mantenimiento de la vida en la biosfera. Sin embargo, la actividad humana está generando un gran impacto en dichos ecosistemas, pues altera el funcionamiento y el mantenimiento de estos, así como pone en riesgo la supervivencia y el bienestar humano. Para ello, es fundamental determinar si los diferentes recursos didácticos que trabajan la temática agua en la educación formal están permitiendo generar dicho conocimiento y una conciencia social ambiental sobre dicha cuestión. El artículo tiene como objeto diseñar y aplicar un modelo de evaluación de mapas conceptuales a una muestra de 23 estudiantes de tercer grado de Educación Secundaria Obligatoria en Huelva, España, con el fin de detectar, por un lado, las ideas previas, y por otro, identificar si se produjo aprendizaje conceptual y actitudinal en torno al agua tras el desarrollo de un recurso educativo. Para ello, se llevó a cabo un plan de intervención en el aula, de carácter mixto, consistente en 3 sesiones de trabajo. Se utilizaron, además los mapas conceptuales como técnica de recolección de datos. Los resultados de la investigación señalan que el análisis de cada uno de los elementos de los mapas conceptuales (número de conceptos, número de conectores, nivel de jerarquía, impacto visual y las relaciones entre los conceptos), aumentó después de la aplicación del recurso didáctico. En conclusión, el recurso educativo favoreció el aprendizaje conceptual y actitudinal en torno la importancia del recurso hídrico de los ecosistemas acuáticos agua, con lo cual se obtuvieron mejores niveles de aprendizaje. Abstract The aquatic ecosystems generate a number of essential services for maintaining human well-being and maintaining life in the biosphere. However, human activity is having a great impact on these ecosystems, altering the operation and maintenance of them, as well as putting at risk the survival and the human well-being. For this, it is fundamental to determine if the different didactic resources that work the theme water in the formal education, are allowing to generate such knowledge and an environmental social conscience. The objective of this article is to design and apply a conceptual map evaluation model to a sample of 23 students from 3rd level of Compulsory Secondary Education, in order to detect, on the one hand, the previous ideas, and on the other hand, the identification of conceptual and attitudinal learning about water, following the development of an educational resource. For this purpose, a mixed classroom intervention plan was carried out, consisting of 3 work sessions, using conceptual maps as a data collection technique. The results of the research indicate that the analysis of each element of the conceptual maps (number of concepts, number of connectors, level of hierarchy, visual impact and relations between concepts) increased after the application of the didactic resource. In conclusion, the educational resource fosters the conceptual and attitudinal learning about water, obtaining better levels of learning.

Los juegos online han sido propuestos como una herramienta de comunicación y educación prometedora. Teniendo en cuenta que el cambio climático es una de las principales amenazas a las que se enfrentarán los adolescentes en su futuro, el presente trabajo tiene como objetivo principal la evaluación de los elementos comunicativos y educativos de una serie de juegos online sobre cambio climático producidos en España, haciendo uso de unos criterios validados por un panel de expertos con el método Delphi. Los resultados de este estudio exploratorio revelan algunas de las oportunidades que ofrecen estas herramientas, tales como el encuadre alternativo de los mensajes o el desarrollo de distintas competencias y habilidades, pero también sus limitaciones, como la falta de instituciones científicas en la producción o de posibilidades para estudiantes con diversidad funcional., Els jocs online han estat proposats com una eina de comunicació i educació prometedora. Tenint en compte que el canvi climàtic és una de les principals amenaces a les quals s'enfrontaran els adolescents en el seu futur, el present treball té com a objectiu principal l'avaluació dels elements comunicatius i educatius d'una sèrie de jocs online sobre canvi climàtic produïts a Espanya, fent ús d'uns criteris validats per un panell d'experts amb el mètode Delphi. Els resultats d'aquest estudi exploratori revelen algunes de les oportunitats que ofereixen aquestes eines, tals com l'enquadrament alternatiu dels missatges o el desenvolupament de diferents competències i habilitats, però també les seves limitacions, com la falta d'institucions científiques en la producció o de possibilitats per a estudiants amb diversitat funcional., Online games have been proposed as a promising communication and education tool. Taking into consideration that climate change has become one of the main challenges to face in their future, the main objective of the present article is the evaluation of communicative and educational elements of a series of online climate change games produced in Spain, making use of validated criteria by a panel of experts with the Delphi method. Results from this exploratory study reveal some of the opportunities that these tools offer, such as an alternative message frame or the development of different competences and abilities, but also its limitations, such as the lack of scientific institutions in game production or the lack of possibilities for students with functional disability.

In search of innovative approaches capable of connecting climate change issues with teenagers, scholars and practitioners have become interested in harnessing the potential of gaming for advancing climate change communication. This article aims to propose a set of criteria, validated by experts through the Delphi method, by which to analyze communicative features of online climate change games. The use of the criteria is illustrated with an evaluation of a sample of Spanish games to which we apply qualitative content analysis, narratology, and ludology techniques. Our findings reveal some positive communicative trends in terms of narratives, contents, and gameplay.

Developing healthy lifestyles among the youth makes mandatory the identification of good professional practices of social intervention with this collective, which establish work patterns that counteract the effects of misuse of leisure, and which promote healthy and sustainable leisure habits. Along this work, we tackle the identification of these practices from the analysis of needs, strengths and challenges of Spanish professional practice bound to youth leisure. This analysis is carried out from the agreed consensus opinion of 34 experts in the field.

The following research is aimed to analyze teaching practice related to the sustainable management in Pre-School Education (PE) centers. We understand sustainable management as those behavior patterns related to the treatment of resources in the center which employ them in an environmentally respectful way. As a qualitative method, we consulted 30 teachers using a semi-structured interview composed of 27 questions organized in 7 different analysis categories. The quantitative counterpart was carried out by means of a Likert scale which scored from 1 to 5 the aforementioned categories. In most cases, found weaknesses revolve around the energy, the management of water and waste, as well as the mobility solutions. Those aspects in which teachers have a larger scope for action, such as green areas and responsible consumption, obtained a better score and were considered as strengths. Teachers show a high implication in the greening of the curriculum of regular daily work in the classes and, on the other hand, a low capacity of direct incidence in the management of the resources of the center. This causes difficulties to intervene in environmental problems which require different levels of participation in the decision making process, and which involve multiple agents in the solution of the problems and the adoption of strategic measures. It is utterly important for the centers to carry out a complete and exhaustive eco-audit to elaborate a set of patterns to follow in order to correct and foster the detected weaknesses and strengths.

The paper presents a descriptive study that analyzes the relationship between science and common culture in the social representations of problems arising from climate change, stressing the importance of promoting adequate communication and education on climate risks and their implications for health. The global climate change on Earth due to natural and anthropogenic causes that occurs at different time scales is a matter of controversy among scientists, policy makers and especially among ordinary citizens who are informed, generally, for the most common means of communication, creating a common culture in relation to this aspect that reveals very interesting facts about what is meant and is known for Climate Change and the consequences that such knowledge can lead to mitigate or otherwise increase. The construction of the common culture on climate change and the problems that entails is comprised of different construction way scientific element; so that knowledge of the common culture on Climate Change can improve education and communication about the threat of it to health. The study was conducted from the selection of a significant sample of 512 university students taking as independent variables the branch of knowledge and the course. Has been used as a tool for data collection a questionnaire with 45 questions of closed type, of which the first 32 questions are made with the intention of assessing students' knowledge regarding Climate Change and the remaining 13 questions are related personal and subjective aspects This paper is part of the research RESCLIMA project supported by the Ministry of Economy & Competitiveness, Government of Spain (EDU2015-63572-P) SI

7th International Conference on Intercultural Education “Education, Health and ICT for a Transcultural World”, EDUHEM 2016, 15-17 June 2016, Almeria, Spain., In search of innovative approaches to raise climate change awareness among digital natives, online and serious games are gaining currency as new platforms for communication, education and social change. Thanks to their interactivity and immersive narrative, games have capacity to convey to young people the problems that they will be facing in the future and enable them to experience these problems directly through the game. In addition, online games can offer the possibility to be implemented in educational contexts as a didactic tool for teachers. This study aims a) to present a checklist with validated evaluation criteria identified through the Delphi method; and b) to conduct a qualitative evaluation of communicative and educative elements of a sample of 24 online climate change games targeting youth and produced in Spanish. Our findings suggest that the games evaluated seem to be on the right path, making the topic of climate change local, visual and connected, although there is still room for improvement in terms of contents, gameplay and didactics.

The relationship between climate change and water is an obvious and key issue within the United Nations Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of climate change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between climate change and water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. Three hypotheses have been tested: (1) The denial of the CC is significantly associated with a representation that belittles the consequences of global warming and other extreme phenomena. (2) Territorial contexts with high average rainfall levels and low average annual temperatures tend to minimize the social representation of water risks associated with the CC. (3) There is significant interaction between the socio-cultural context and social representations on the causes, consequences and solutions to the problems of CC and water. The first two hypotheses have been rejected, while the third has been accepted. The research results show high climate literacy in the samples of selected university students. It is noted that students recognize a close relationship between the problem of water and the climate crisis. Likewise, they identify different types of causes, consequences, physical processes and solutions. Different climatological contexts do not show significant differences in the social representations that students show about climate change, while socio-educational variables such as available scientific information, or ideology orientation do show significant differences., This research is part of the Resclima-Edu2 Project, “Educación para el cambio climático en educación secundaria: investigación aplicada sobre representaciones y estrategias pedagógicas en la transición ecológica” funded by the Ministry of Economy and Competitiveness of the Government of Spain and the European Regional Development Fund (ERDF), Ref. RTI2018-094074-B-100; and the “Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities”, Ref. B-SEJ-424-UGR18.

The relationship between Climate Change and Water is an obvious and key issue within the Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of Climate Change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between Climate Change and Water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. The results show that the socio-cultural context influences the social representation of Climate Change, but not from the climatological condition, so that it is reasonable to think that the social representation of this relationship is favoured by a common culture around this relationship.

The UN’s 2030 Agenda brings new governance challenges to municipal environmental planning, both in large urban centres and in metropolitan peripheries. The opportunities of the new framework of action proposed by the United Nations (UN) and its integrative, global and transversal nature constitute advances from the previous models of municipal management based on the Local Agenda 21. This text provides evidence to apply quality criteria and validated instruments of participatory evaluation. These instruments have been built on the foundation of Evaluative Research, a scientific discipline that provides rigour and validity to those decisions adopted at a municipal level. A case study focused on a metropolitan area serves as a field of experimentation for this model of the modernization of environmental management structures at a local level. Details of the instruments, agents, priority decision areas, methodologies, participation processes and quality criteria are provided, as well as an empirically validated model for participatory municipal management based on action research processes and strategic planning that favours a shared responsibility across all social groups in the decision-making process and in the development of continuous improvement activities that are committed to sustainability. Finally, a critical comparison of weaknesses and strengths is included in light of the evidence collected.

What kind of serious games dealing with climate change are out there? Do these types of games share similar quality levels across borders? The purpose of this article is to carry out a comparative quality assessment of games produced in two different countries: United States and Spain. For this purpose, we develop and put into practice a tool to assess the quality of thirty games (fifteen US American and fifteen Spanish) based on the opinion of experts through the Delphi method. Criteria are categorized into identification, narrative, contents, gameplay, and didactics. The results show that these games share similarities but also differ from each other, which bring us to establish different quality scenarios for different countries. The total scores reveal a higher quality level of United States serious games on climate change.

Video games have the potential to educate and engage people—especially young people—in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semistructured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts’ responses, we have developed a framework for climate change engagement through serious games. It consists of 15 key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes.