Educación para el Desarrollo Sostenible y Responsabilidad Socialclaves en la formación inicial del docente desde una revisión sistemática

  1. Mª del Carmen Pegalajar Palomino 1
  2. Antonio Burgos García 2
  3. Estefanía Martínez Valdivia 1
  1. 1 Universidad de Jaén

    Universidad de Jaén

    Jaén, España


  2. 2 Universidad de Granada

    Universidad de Granada

    Granada, España


Revista de investigación educativa, RIE

ISSN: 0212-4068

Year of publication: 2022

Volume: 40

Issue: 2

Pages: 421-437

Type: Article

DOI: 10.6018/RIE.458301 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE


Cited by

  • Scopus Cited by: 6 (08-09-2023)
  • Web of Science Cited by: 2 (22-09-2023)
  • Dimensions Cited by: 1 (24-03-2023)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.635
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 393/1438

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Impact: 2.130
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 8/228


  • Social Sciences: A

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 4.2
  • Area: Education Percentile: 80

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 1.25
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 161/742


(Data updated as of 24-03-2023)
  • Total citations: 1
  • Recent citations: 1


Education for Sustainable Development (ESD) in initial teacher training means integrating elements of Social Responsibility into their training curriculum, towards a demanding adaptation and continuous social change as a way of understanding human development, explaining the establishment of social links and the construction of fairer and better human communities. In this sense, the purpose of this study is to collect and analyse the evidence from international and national scientific literature on the attitudes, competencies and training of future teachers towards ESD. For this reason, a qualitative methodological process has been applied based on a systematic review of the most important and influential scientific databases (WoS and Scopus). One of the most interesting results of the research work shows that there are favourable attitudes among university students of Education regarding sustainability and their commitment to the environment and to a fairer society. However, it is concluded that, among other aspects, in the academic curriculum of the Degrees in Education there is a deficit in the student formation towards the development of the necessary professional competencies to apply ESD in their professional teaching practice.

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