Examining the integration of SDGs in a first-year methodology course: a case study in social education by admission pathway

Purpose This study aims to analyse how Sustainable Development Goals (SDGs) are incorporated into a first-year Social Education methodology course at a Spanish public university. It assesses the impact on students’ understanding of sustainability and its relevance to socio-educational research and future careers, considering different admission pathways. Design/methodology/approach A case study on integrating the SDGs into a methodology course, which involved 110 students. Students’ knowledge and perceptions were measured before and after the teaching experience using an online questionnaire. Differences based on admission pathways [Advances Vocational Training Programs (CFGS) and University Entrance Exam (PAU)] were explored. Findings Initially, students had a low understanding of sustainability and SDGs, with those entering through PAU having an even lower understanding. However, both groups showed significant improvement after the teaching experience. Interestingly, the pattern of differentiation was inverse, with PAU students showing a higher level of SDG knowledge compared to CFGS students by the end of the course. While students recognised the importance of SDGs in their careers, their personal involvement with them in daily life appeared moderate. Research limitations/implications The assessment tool, based on validated surveys, aims for better accuracy in measuring university students’ knowledge and perceptions of sustainability. Future research may broaden its scope to assess effectiveness in different courses and among diverse student groups. Practical implications The variations in student knowledge and perception about sustainability and the SDGs, before and after the teaching experience, and across different admission pathways, highlight the important role of higher education institutions in achieving equity and shaping future change agents’ perspectives. Originality/value These findings reveal how innovative educational experiences promote sustainability and social responsibility among university students, emphasising the crucial role of ongoing assessment in ensuring effective sustainability and equity education.