Challenges in teaching practices for the incorporation of sustainable development approach in Compulsory Secondary Education

The purpose of this study1 is to investigate the relationship between the degree of knowledge of the teachers of the Compulsory Secondary Education stage as regards sustainability and their teaching practice within the framework of the 2030 Agenda, as well as to identify the challenges they face to promote the sustainability approach in the classroom. Methodology: the data have been collected through a questionnaire sent to schools of Compulsory Secondary Education, validated by experts and with a reliability of alpha= .89. It has a non -probability sampling for convenience (N = 826), obtained using the snowball technique. A descriptive and inferential analysis was carried out, using an analysis of non-parametric tests. Results: The teachers who teach in centres that carry out projects and activities to raise awareness and awareness in the field of sustainability, have a greater degree of knowledge of both the 2030 Agenda and the SDGs and incorporate it into their subjects and into the development of competencies. ; The main challenges referenced by the teaching staff respond to the absence of the sustainable development approach in the organizational documents, time management for curricular innovation, and the need for specific training. Conclusion: The relationship between sensitization and awareness of teachers and their teaching practice oriented towards sustainability is confirmed. It is necessary to reinforce the training of teachers to increase their knowledge of the great challenges of the planet and the role of education in the transformation towards more sustainable societies.