In the face of the socio-environmental crisis in which we are immersed, the initial trainingof teachers must assume the work in favor of a critical, committed, participatory citizenry capable ofresponding to the socio-environmental problems of the current and future world. The analysis of theinitial 61 research projects on socio-environmental problems of four classes involving 240 students ofthe Degree in Early Childhood Education at the University of Seville (Seville, Spain) is presented.Under an interpretive descriptive approach according to a category system based on the SustainableDevelopment Goals (SDGs) established by the UN (2015) and its targets, we can learn about theirsocio-environmental concerns and how they relate to the current 2030 Agenda. We obtain that of the17 SDGs, around half of the final 42 research projects analyzed focus on sustainable consumption andproject patterns and climate change, while problems related to poverty, hunger, or peace do not arise.In addition to allowing us to draw a portrait of the socio-environmental concerns of early childhoodpreservice teachers, the data obtained also gave us the opportunity to ponder the didactic possibilitiesthat these types of formative activities bring to the training of teachers who are critical and committedto transforming the world.

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Rodríguez-Marín, F., Puig Gutiérrez, M., López-Lozano, L., & Guerrero Fernández, A. (2020). Early childhood preservice teachers’ view of socio-environmental problems and its relationship to the Sustainable Development Goals. Sustainability, 12(17), 7163.