Curriculum development of Education for Sustainable Development in Spain, Finland and Ireland

Abstract

Factors such as poverty, quality education, gender equality, climate change or health and well-being are addressed for the next 2030 Agenda. Education for Sustainable Development (ESD) will be in charge of responding to these needs. The objective of the research is to find out how the educational systems of Spain, Finland and Ireland are structured, to identify how ESD is integrated into their educational policies and to analyze how it is included in the pre-school, primary and secondary education curriculum. This research is based on following a comparative methodology, where a descriptive-analytical analysis of the sustainability policy in the curricula of Spain, Finland and Ireland is carried out. The results obtained indicate a comprehensive approach to education for sustainable development in the three countries. Human rights, inclusive and quality education and the creation of responsible citizenship with sustainability are developed transversally in all educational stages of the curriculum. The conclusions of the work indicate an evolution of Spain in educational matters; As a result of the approval of the LOMLOE and the integration of ESD within the key competences, it is intended to promote this progress.