Abstract:

University institutions should favor the implementation of the 2030 Agenda for Sustainable Development, approved at the United Nations, so as to comply with the Sustainable Development Goals that impact higher education (Ojeda Suárez and Aguedo Contreras, 2019). This fact becomes more relevant in the training of Pre-service primary school teachers, who must be able not only to develop global citizenship as professionals, but also to promote it among their students. To this end, teaching competencies will be necessary to enable them to carry out this task.

This paper presents an analysis of teaching competencies related to SDG 4 - Quality Education, specifically target 4.7, in the promotion of global citizenship in the curricula of primary education teachers' degrees of 40 Spanish public universities. For this purpose, a descriptive analysis of 1013 study guides has been carried out with the support of the Atlas Ti program, considering as units of analysis the learning outcomes of the three conceptual dimensions of global citizenship described by UNESCO (2015): cognitive, socioemotional and behavioral.

The results of the analysis indicate a higher incidence of competencies related to the cognitive dimension (43%), 36% of competencies associated to the socio-emotional dimension and 21% of competencies linked to the behavioral domain. The evidence from this study suggests a need to expand teacher competences related to behavioral domain in Spanish public universities curricula, especially with regard to fostering individual responsibility for the promotion of a more peaceful and sustainable world and the development of motivation for taking actions necessary to global citizenship.

Keywords:

Agenda 2030, Global citizenship, Primary education, Teacher competences, Spanish curricula.