Education For Sustainable Development in STEM (Technical Drawing) : Learning Approach and Method For SDG 11 in Classrooms

sustainability
Article
Education for Sustainable Development in STEM
(Technical Drawing): Learning Approach and Method
for SDG 11 in Classrooms
Francisco Del Cerro Velázquez and Fernando Lozano Rivas *
Department of Electromagnetism and Electronics. Faculty of Chemistry, Campus of Espinardo, 5,
30100 Espinardo, Murcia, Spain; fcerro@um.es
* Correspondence: fernando.lozano@um.es

Received: 21 January 2020; Accepted: 17 March 2020; Published: 30 March 2020
Abstract: Five years after proclamation of the Sustainable Development Goals promoted by
the United Nations, Spain joined this process of transforming the world socially, economically,
and environmentally. This research covers the route taken and results obtained during subsequent
years in Spain and proposes, as a general objective, to observe whether it is feasible to work in the
technical drawing classroom on an eco-urban project, following the learning approach and method
proposed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2017
Education for Sustainable Development Goals: Learning objectives, in order to reinforce cognitive,
socio-emotional, and behavioral objectives, as well as the key competences established in Sustainable
Development Goal 11. The phases of the project were related to the learning objectives and key
competences, the results of which were complemented by a questionnaire that provided information
on the sustainable consciousness of the students after completing the project, and could serve as a
starting point for future educational projects. We agree with other authors, and in particular with
UNESCO, that implementation of this type of project in the classroom is a key learning method
for SDG.
Keywords: sustainable awareness; SDGs; sustainable cities and communities; eco-urban

technical project
1. Introduction
1.1. History of Sustainable Development Goals in Spain 2015–2019

In September 2015, the United Nations established the roadmap towards improving the planet
from different social, economic, and environmental perspectives, and the Sustainable Development
Goals (SDGs) were born. Four years after the 2030 Agenda, we ask whether future generations are
aware of the Goals; whether it is possible to inculcate a sustainable conscience in society, and what
have been the results to date.
On the 18th of June 2018, the Government of Spain created the High Commissioner for 2030
Agenda, whose duties are set out in Article 11 of Royal Decree 419/2018 [1]. These are to:
(a) Monitor the actions of the competent bodies of the General State Administration concerning
compliance with the goals of sustainable development and the 2030 Agenda.
(b) Promote the preparation and development of the plans and strategies necessary for Spain to
comply with the 2030 Agenda.
(c) Evaluate, verify, and disseminate the degree of progress towards the compliance with the goals of
the 2030 Agenda.
Sustainability 2020, 12, 2706; doi:10.3390/su12072706 www.mdpi.com/journal/sustainability

In the same way, the Spanish Government created a website specifically dedicated to the 2030
Agenda [2], which offers general information on the SDGs and the government’s current actions,
and contains a presentation from the High Commissioner and a resources section. This website is
similar to the official website of the United Nations.
One month later, on the 18th of July 2018, the action plan for the implementation of the 2030
Sustainability 2020, 12, 2706 2 of 18
Agenda (Towards a Spanish Strategy for Sustainable Development) was published. According to
this document published by the Ministry of Foreign Affairs [3], the educational model of the country
must respond to with
(d) Collaborate the commitments
the Ministry ofagreed Foreignon in September
Affairs 2015 “by
and Cooperation in including in the educational
Spain’s international dialogue
curriculum
concerningmechanisms that provideofstudents
global implementation with tools to understand the world, with
the 2030 Agenda.
socio-affective
(e) Promote the skills to manageand
information it and to givesystems
statistical critical capacity,
necessaryso to that values
accredit theofprogress
human made dignity, in
equality, justice,the
achieving solidarity
goals ofand the participation
2030 Agenda.are fostered” (p. 29). The same section of the document
establishes that it is essential to include competencies in the educational framework that are directly
related In the same way,
to ethical values the favorable
Spanish Government created a website
to social, environmental, andspecifically
economic dedicated
sustainability to the
in 2030
the
Agenda [2], which offers general information on the SDGs and the government’s
curricular contents of formal education at all levels. Likewise, it states that “it is essential that the current actions,
and ontains
proposed a presentation
educational modelfrom the High
responds to the Commissioner
commitmentsand a resources
acquired withinsection. This website
the framework of the is
similar
SDGs.” to the official website of the United Nations.
One month
Spain has beenlater, part
on the of 18th
the of July 2018, the
negotiations on action
the 2030 planAgenda,
for the implementation
and is committed of theat2030
an
international level to the establishment of the SDGs and in favor of international cooperation,tosuch
Agenda (Towards a Spanish Strategy for Sustainable Development) was published. According this
document
as published by the
in the Ibero-American Ministry and
Conference of Foreign Affairs
its General [3], the educational
Secretariat, the Economic model of the country
Commission must
for Latin
respond to the commitments agreed
America, and the Organization of American States. on in September 2015 “by including in the educational curriculum
mechanisms
In its 2016 thatreport,
provide The students
Policy with tools tofor
Coherence understand
Development the world,
Index, witha toolsocio-affective skills to
created to measure,
manage itand
evaluate, and to give critical
compare capacity, so that
the commitment of values
countriesof human dignity, equality,
to sustainable, fair, andjustice, solidarity
equitable humanand
participation are fostered” (p. 29). The same section of the
development, the following results, which can be seen in Figure 1 [4], were described. document establishes that it is essential to
include competencies in the educational framework that are directly related
The most redistributive countries were those at the top of economic ranking, led by the Nordic to ethical values favorable
to social, environmental,
countries. Respect for theand economic
social component sustainability
producedingood the curricular contents
overall results, of formal
while those education
concerning at
all levels. Likewise, it states that “it is essential that the proposed
the global component showed that the countries best-placed in the PCSDI (Policy Coherence for educational model responds to the
commitments
Sustainable acquired within
Development Index) theoccupied
framework the of the SDGs.”
highest positions. An overview of the environmental
Spain has been part of the negotiations
component revealed very uniform results, in which on the 2030 countries
Agenda, and is committed
tended to have at an international
relatively similar
level to the establishment of the SDGs and in favor of
scores. However, these scores concealed enormous differences in development models, international cooperation, such whereby
as in the
Ibero-American
certain countriesConference
that, although andtheyits General Secretariat,for
were responsible thecreating
Economic Commission
strongly negative forenvironmental
Latin America,
and the Organization of American States.
pressure, had the capacity to incorporate policies that “compensated” for their failings. The
In its 2016
productive report, The
component Policy Coherence
identified for Development
only one European country,Index, a tool among
Denmark, created the
to measure, evaluate,
first 20 places in
andranking.
the compare the commitment of countries to sustainable, fair, and equitable human development, the
following
What results, which
conclusions cancanbebe seen in
drawn fromFigure
this 1study
[4], were
withdescribed.
respect to Spain?
Figure 1. Policy Coherence for Sustainable Development Index (PCSDI) 2016 Ranking.
Figure 1. Policy Coherence for Sustainable Development Index (PCSDI) 2016 Ranking.
The most redistributive countries were those at the top of economic ranking, led by the Nordic
countries. Respect for the social component produced good overall results, while those concerning the
global component showed that the countries best-placed in the PCSDI (Policy Coherence for Sustainable
Development Index) occupied the highest positions. An overview of the environmental component
revealed very uniform results, in which countries tended to have relatively similar scores. However,
these scores concealed enormous differences in development models, whereby certain countries that,
although they were responsible for creating strongly negative environmental pressure, had the capacity
to incorporate policies that “compensated” for their failings. The productive component identified
only one European country, Denmark, among the first 20 places in the ranking.
What conclusions can be drawn from this study with respect to Spain?
Sustainability 2020, 12, x FOR PEER REVIEW 3 of 19
As
As can
canbebeseen
seenininFigure
Figure2,2,the
theresults of of
results thethe
report show
report showthatthat
thethe
Spanish index
Spanish is among
index the top
is among the
15 countries in the ranking of the 133 participants in the study. Comparing Spain
top 15 countries in the ranking of the 133 participants in the study. Comparing Spain with its with its performance
in each of the components,
performance in each of theit can be seen thatit this
components, cancountry
be seenfares
that badly in almost
this country all them,
fares badlyand the global
in almost all
component is the
them, and the onlycomponent
global one in which its position
is the only oneisinhigh.
which its position is high.
As can be seen in Figure 2, the results of the report show that the Spanish index is among the
top 15 countries in the ranking of the 133 participants in the study. Comparing Spain with its
performance in each of the components, it can be seen that this country fares badly in almost all
them, and the global component is the only one in which its position is high.
Figure2.
Figure 2. Spain’s
Spain’s score
score for
for each
each component.
component. PCSDI
PCSDI 2016.
2016.
Compared
Compared with other other EU EUcountries,
countries,Spain’sSpain’s position
position is medium-high,
is medium-high, as itasranks
it ranks
tenth.tenth.
Two
Two conclusions
conclusions that that are considered
are considered important
important for present
for the the present research
research can can be drawn
be drawn from from
the the report:
report:
-Spain has ample room for improvement in terms of policy coherence for development,
- Spain has ample room for improvement in terms of policy coherence for development, especially
especially in social, environmental,
Figure 2. Spain’sand
scoreproductive areas.PCSDI 2016.
for each component.
in social, environmental, and productive areas.
-The countries of the European Union present great heterogeneity in terms of their observance
Compared
-of policies
The countries with
ofother EU countries,
the European UnionSpain’s position
present is medium-high,
great heterogeneity as it terms
ranks tenth. Two
for development, although in some components, including in the global of performance.
their observance of
conclusions
policies that are considered
for development, important
although for the
in somepresent research
components, can be drawn from
including the the report:
global performance.
In-Spain
October has 2018,
ampletheroomSpanish Network
for improvement for
in Sustainable Development
terms of policy coherence for published a report entitled
development,
Looking to
especially the Future:
in social,
In October Sustainable
environmental,
2018, the Spanishand Cities. In
productive
Network the presentation
forareas. of the report, reference
Sustainable Development published a report is made to the
entitled
following:
Looking -The [5].
tocountries
the Future:of theSustainable
European Union present
Cities. In thegreat heterogeneityofinthe
presentation terms of their
report, observance
reference is made to the
of policies for development, although in some components, including the global performance.
following:
The [5]. offer a set of integrated goals for more prosperous, fairer and environmentally sustainable cities.
SDGs
In October 2018, the Spanish Network for Sustainable Development published a report entitled
In Looking
particular, SDG 11 calls for our cities toInbethe
inclusive, safe,ofresilient andreference
sustainable. The to
SDG Agenda gives
The SDGs offer a setSustainable
to the Future: Cities.
of integrated goals for presentation
more prosperous, thefairer
report, is made
and environmentally the
sustainable
usfollowing:
an impartial[5]. and long-term framework for achieving these ambitious and noble goals.
cities. In particular, SDG 11 calls for our cities to be inclusive, safe, resilient and sustainable. The SDG
The Report
Agenda
The SDGs offer
gives usa an
set of
reviews integrated
impartial
the 17and goals
SDGs forand
morepresents
long-term prosperous,
framework fairer
the for and environmentally
achieving
challenges sustainable
theseeco-urbanism
that ambitious andcities.
noble goals. as a
represents
In particular, SDG 11 calls for our cities to be inclusive, safe, resilient and sustainable. The SDG Agenda gives
model city in terms of mobility, health, inequalities, and climate change.
us The
an impartial
Report and long-termthe
reviews framework
17 SDGs for achieving these ambitious
and presents and noble goals.
the challenges that eco-urbanism represents as a
According to the latest report by the Sustainable Development Solutions Network (SDSN),
model ThecityReport
in terms of mobility, health, inequalities, and climate change.
Spain ranks 21st reviews the 17 SDGs
in the “SDG and presents
2019 Index”. the challenges
Figure 3 shows both that eco-urbanism
the current represents
assessment as a
and the trend
According
model to the
city in terms latest report
of mobility, byinequalities,
health, the Sustainable Development
and climate change. Solutions Network (SDSN), Spain
for each of the Sustainable
According
Development Goals for Development
Horizon 2030.
ranks 21st in the to“SDGthe latest report byFigure
2019 Index”. the Sustainable
3 shows both the current Solutions Network
assessment and(SDSN),
the trend for each
Spain ranks 21st in the “SDG 2019 Index”. Figure 3 shows both the current assessment and the trend
of the Sustainable Development Goals for Horizon 2030.
for each of the Sustainable Development Goals for Horizon 2030.
Figure 3. Sustainable Development Report 2019.

Figure
Figure 3. Sustainable
3. Sustainable Development
Development Report 2019.
Report 2019.
The
The report
Thereport includescontributions
reportincludes
includes contributions
contributions from
from
from Professor
Professor
Professor Jeffrey
Jeffrey
Jeffrey D.
D. Sachs
D. Sachs Sachs (Columbia
(Columbia
(Columbia University),
University),
University), the the
the Office
Office
Office
of the of the Prime
of theMinister
Prime Minister
Prime Minister of Finland
of Finland
of Finland and the and
andWorld the
the World World
Business
Business Business
Councilon
Council Council on
onSustainable Sustainable
Sustainable Development Development
Development (WBCSD).
For the first time, the results of the study were statistically audited by the European by
(WBCSD).
(WBCSD). For the
For the first
first time,
time, thethe results
results of
of the the
study study were
were statisticallystatistically
audited byaudited
the European the European
Commission.
Commission.
Commission.
From the data provided, it can be seen that, as of June 2019, Spain did not obtain the highest
From the
From the data provided,
dataanyprovided, it can be seen
it can that, as
be seen of June
that, of2019,
asSDGs JuneSpain didSpain
not obtain
did the highest the highest
possible
possiblerating
rating for component
for any component andandnonenone
of theof the
SDGs are2019,
are green, sogreen,
that if so
the that
nottheobtain
trendifcontinues,
trend continues,
possible
Spain willrating for any component and none of the SDGs are green, so that if the trend relating
continues,
Spain willnot
not reach anySDG
reach any SDG bybythethe
20302030 horizon.
horizon. The greatest
The greatest challenges
challenges are the SDGs arerelating
the SDGsto to
Spain
NoNo will not reach
Poverty,Climate
Poverty, any
Climate Action, SDG by
Action, Industry, the 2030
Industry,Innovation, horizon.
Innovation, andand The greatest
Infrastructure, challenges
and the
Infrastructure, andcountry are the SDGs relating
obtains obtains
the country its to
its best
No Poverty,
best results
results for SDG Climate
for SDG
6 (CleanAction,
6 (CleanWater Industry,
Water and Innovation,
andSanitation)
Sanitation) andandSDG and
SDG Infrastructure,
7 (Affordable
7 (Affordable and
and Clean the country
Energy).
and Clean The
Energy).obtains
The topits
best
topresults for
three countriesSDG of 6
the(Clean Water
162 in the study and
are Sanitation)
Denmark, Sweden,
three countries of the 162 in the study are Denmark, Sweden, and Finland. and SDG 7 (Affordable
and Finland. and Clean Energy). The
top three countries of the 162 in the study are Denmark, Sweden, and Finland.

1.2. Denmark, Sweden, and Finland: the Model to Follow
1.2. Denmark, Sweden, and Finland: the Model to Follow
Sustainability 2020, 12, xlatest
FOR PEER REVIEW 4 of 19Denmark
According to the report of the Sustainable Development Solutions Network [6],
1.2. Denmark,
AccordingSweden,to andlatest
the Finland: the Model
report of the to Follow
Sustainable Development Solutions Network [6], Denmark
is the first country in the ranking to achieve the SDGs: Figure 4 shows how the trend in both SDG 4
isAccording
the first country
toand in the report
the latest ranking to
ofthe achieve
the the SDGs:
Sustainable Figure 4 shows how the trend inDenmark
both SDG 4
Quality Education
1.2. Denmark,
Quality Sweden,
Education
SDG
andSDG
and
11 Sustainable
Finland:
11 Model
Sustainable FollowDevelopment
toCities
Cities and
Solutions
and communities
communities is
isNetwork
on
on track[6],
track to
to achieve the Goals
achieve the Goals
is the first country in the ranking to achieve the SDGs: Figure 4 shows how the trend in both SDG
in 2030. 4
in 2030.
According to the latest report of the Sustainable Development Solutions Network [6], Denmark
Quality Education and SDG 11 Sustainable Cities and communities is on track to achieve the Goals
inis2030.
the first country in the ranking to achieve the SDGs: Figure 4 shows how the trend in both SDG 4
Quality Education and SDG 11 Sustainable Cities and communities is on track to achieve the Goals
in 2030.
Figure 4. Sustainable Development Report 2019. Denmark.

Analysis of the Danish education system points to the principles on which the Danish Ministry of
Education and AnalysisVocational Training
of the Danish system
education is based
system points[7]: “Education
to the principles on forwhich
all, high standards
the Danish Ministryof quality,
of Education
lifelong learning,
Analysis ofactive and Vocational
participation
the Danish Figure Training
education system
and project
4. Sustainable
system is
points to based
work”.
Development the [7]:
Report “Education
According
2019. Denmark.
principles on which for
to the all, high
thedocument standards
Danish Ministry “TheofWorld is
Studying quality,
Spanish.
of Education lifelong learning,
andDenmark”, active participation
published
Vocational Training on the
system and project
website
is based work”.
[7]: of According
the Ministry
“Education to
of high
for all, the document
Education
standards andof“The
Vocational
World
quality, is
Analysis Studying
of the
lifelong learning, Spanish.
Danish Denmark”,
education
activeand published
system
participation points
and onto the
project work”.website
principles of the
on
According Ministry
which
to the the of Education
Danish Ministryand
Training, compulsory primary secondary education takes place from sixdocument
to sixteen “Theyears of age.
ofVocational
Education Training,
andSpanish. compulsory
Vocational primary
Training andissecondary
system onbased [7]:education
“Education takesforplace from
all,ofhigh six to sixteen
standardsandof
In itsWorld
last
years
is Studying
reform,
quality, of age.the
lifelong In Danish
its last
learning,
Denmark”,
education
reform,
active the
published
system
Danish
participation made
education
and
theawebsite
change
system
project work”.
ofin
made
thethe
a
Ministry
total
change
According to number
in the
the
Education
total of
document teaching
number“Theof hours
Vocational Training, compulsory primary and secondary education takes place from six to sixteen
as wellWorld
as in
teaching the distribution
hours of subjects. The subjects with the highest number of hours are
of Danish
years of age. In its as
is Studying lastwell as in
Spanish.
reform, theDanish
Denmark”,
the distribution of subjects.
published
education on The
madesubjects
the website
system the with
aofchange in the
Ministry highest number
of Education
the total number and
of
and STEM.hours
Vocational
teaching are
hours Danish
Training, and STEM.
as well compulsory primary and
as in the distribution secondary
of subjects. education
The subjects takes
with place from six
the highest to sixteen
number of
years
The
hours The
latest
are latest
ofDanish
age.
report report
In and
its last published
reform, on
published
STEM. theon Sustainable
Danish
Sustainable Development
education system made
Development Solutions
a change
Solutions [8] identifies
in
[8]the Sweden
total
identifies number as the
Swedenof as the
second-ranked
teaching hours country
as well for
as infulfilling
the SDGs,
distribution andof Figure
subjects. 5 shows
The how
subjects the trend
with the in both
highest SDG 4 Quality
number of
second-ranked
The latest country for fulfilling
report published SDGs, and
on Sustainable Figure 5 shows
Development Solutionshow [8]the trendSweden
identifies in bothasSDG the 4 Quality
Education
hours
second-ranked and
are Danish SDG 11
and for
country Sustainable
STEM.
fulfilling Cities
SDGs, and
and Communities
Figure 5 shows is onthe
how track
trendto in
attain
both the
SDG corresponding
4 Quality
EducationgoalThe
and
in 2030.
SDG 11 Sustainable Cities and Communities is on track to attain the corresponding
latest report published on Sustainable Development Solutions
track to[8] identifies Sweden as the
goal Education
2030. and SDG
insecond-ranked 11 Sustainable Cities and Communities is on attain
country for fulfilling SDGs, and Figure 5 shows how the trend in both SDG 4 Quality
the corresponding
goal in 2030.
Education and SDG 11 Sustainable Cities and Communities is on track to attain the corresponding
goal in 2030.
Figure 5. Sustainable Development Report 2019. Sweden.
Figure 5. Sustainable Development Report 2019. Sweden.

Finland is the third
Figurecountry in the ranking
5. Sustainable for fulfilling
Development SDGs:
Report SDG
2019. 4 Quality Education has
Sweden.
been achieved, and the SDG
Figure 11
5. Sustainable
Sustainable Cities and
Development Communities
Report 2019. is in
Sweden.
Finland is the third country in the ranking for fulfilling SDGs: SDG 4 Quality a betterEducation
position than
has its
Danish
Finland counterpart
is the third (Figure
country 6).
been achieved, and the SDG 11 Sustainable Cities and Communities is in a better position than its has been
in the ranking for fulfilling SDGs: SDG 4 Quality Education
achieved, Finland
Danishand theisSDG
the(Figure
counterpart third country
11 Sustainable
6). in the ranking
Cities andfor fulfilling SDGs:
Communities SDG
is in 4 Quality
a better Education
position thanhas
its Danish
been achieved, and the SDG 11 Sustainable Cities and Communities is in a better position than its
counterpart (Figure 6).
Danish counterpart (Figure 6).
Figure 6. Sustainable Development Solutions Report 2019. Finland.
Figure 6. Sustainable Development Solutions Report 2019. Finland.
Figure 6. Sustainable
Figure 6. Sustainable Development Solutions
Development Solutions Report
Report 2019.2019. Finland.
Finland.
1.3. The Educational City: Towards a Sustainable Awareness

In any analysis of environmental education, it is necessary to refer to the Intergovernmental
Conference on Environmental Education organized by UNESCO with the collaboration of PNUMA in
Tbilisi in 1977. This conference discussed new ideas on environmental education and its dimension.
The final report of the paper states [9] that,
Environmental education is an integral part of the education system, should be problem-oriented and
interdisciplinary. It should tend to establish a sense of values, contribute to collective well-being and
concern for human well-being.
Thus affirming that environmental education should form part of any educational system,
and emphasizing the value placed on the collective well-being of humanity.
Subsequently, in 1980, UNESCO put into practice the main guidelines of the Tbilisi Conference,
based on the 41 recommendations made in the conference, by establishing the purposes and pedagogical
characteristics of environmental education.
However, the concept of sustainable development was not introduced until 1987, when the
Brundtland Report, in Chapter 2 “Towards Sustainable Development”, described it as development
that meets the needs of the present generation without compromising the ability of future generations
to meet their own needs [10].
In recent decades, the commitment to environmental education in different countries has become
evident from public investment, information, and educational programs, etc., although measures
for sustainable change have not been developed in the same way in all European societies. It is
undoubtedly in the field of education that we must put greater energy and establish the necessary
means so that, from the earliest ages, children grow up with a real idea of sustainable consciousness.
Certain authors [11], advocate proposals for the “environmentalization” of educational centers and
curricular sustainability, which would involve introducing sustainable and environmental content and
criteria into the curriculum. Others insist on the importance of environmental education research at an
early age [12].
With the progressive development that environmental education research has been experiencing from
the university world, a more solid argument and a more grounded response about its usefulness is
offered to society, less based on intuition and sporadic speculation; and more based on the valorization
of empirical arguments to justify and document claims, prove achievements, compare evolution and
justify changes at different levels.
From this perspective, it is true that many experts have participated in the Seminar on Education
and Communication on Climate Change, which has been organized in Spain every year since 2004 with
the aim of diagnosing the development in Spain of the Framework Convention on Climate Change,
related to education, awareness, access to information, and participation on issues connected with
climate change. Among other aspects, these training courses encourage to [11]:
Analyse the effectiveness of activities under the Climate Change Convention and examine the links
between these activities, the implementation of policies and measures to mitigate change and Encourage
the exchange of ideas and experiences and collaboration between people working on the promotion of
renewable energy, energy saving, sustainable mobility and education.
At a local level, in Spain, we could say that the ESD has been visible in our educational system since
1990, with the Law of General Organization of the Educational System (LOGSE), since when educational
projects and programs have been executed, such as School Agenda 21 in many Spanish regions, Green
Schools in Catalonia, Educational Centers towards sustainability in La Rioja, or Sustainable Schools in
Navarra. These programs have been consolidated through networking, such as the ESenRED network
and schools towards sustainability online, which began in 2012 and involve almost 55,000 teachers
and more than 1,100,000 students [13]. However, we still have a long way to go. We need to make
the school curriculum sustainable so that, through sustainable projects, we can inculcate high levels
of awareness among our students [14]. Sauvé, L. analyses that environmental education cannot
be isolated from the contemporary social dynamic, characterized by various social movements of
by various social
indignation and the movements
progressiveofemergence
indignation of aand the progressive
citizenry emergence
that is increasingly awareof aofcitizenry that is
the inseparable
links between social and ecological realities, and that calls for a renewed democracy to promotefor
increasingly aware of the inseparable links between social and ecological realities, and that calls thea
renewed good.
common democracy to promote
It is therefore the common
necessary to preparegood. It is eco-citizenship;
a critical therefore necessary to prepare
emphasizing notaonly
critical
the
eco-citizenship; emphasizing not only the economic and environmental, but also
economic and environmental, but also the social character in order to achieve a quality environmental the social character
in order toparameters
education; achieve a similar
qualitytoenvironmental
those used for education;
eco-urbanism parameters similar to those
as a methodological used are
instrument for
eco-urbanism
similarly as a methodological
mentioned by Del Cerro, F. instrument
and Lozano, areF.similarly
[15]. mentioned by Del Cerro, F. and Lozano,
F. [15]
To do so, from the educational point of view, it is essential to adapt the content, skills, and values
To do so, from
that correspond to thetheteacher’s
educational point of view,
performance, it is essential
the social aspects, andto adapt the content,
consider the impact skills, and
of their
values that correspond
professional activity on theto the teacher’s performance,
environment and its protectionthe social
with aspects, and consider
sustainability criteria. the
Thisimpact
requires of
their professional activity on the environment and its protection with sustainability
the epistemological bases that support a model based on the solution of the contradiction established criteria. This
requires the epistemological bases that support a model based on the solution of the contradiction
to be defined between the cognitive, professional skills, and modes of action [16].
established to beF.defined
Del Cerro, between
and Lozano, F. the
[15]cognitive,
analyzedprofessional
how sustainable skills, development
and modes of action [16]. later
at its origin,
Del Cerro,
consolidated F. and
by the SDGs, Lozano, F. [15]
encompass analyzed how
environmental, sustainable
social, development
and economic aspects.atAtitstheorigin, later
same time,
consolidated
these by the converge
characteristics SDGs, encompass environmental,
with the pedagogical social, included
principles and economic
in theaspects.
OrganicAt Law thefor
same
the
time, these characteristics
improvement converge with
of Quality Education. Theythe pedagogical
affirm that: principles included in the Organic Law for
the improvement of Quality Education. They affirm that:
Education is a fundamental way to achieve sustainable development. Classrooms are spaces where
Education
teachers canispromote
a fundamental
and instillway to achieve
values sustainable
and attitudinal development.
changes Classrooms
that allow achieving theare spaces
goals of thewhere
teachers can Therefore,
SDGs. promote and it isinstill
easy tovalues and attitudinal
understand that SDG changes
4, Quality that allow achieving
Education the goals
is fundamental to of the SDGs.
achieve,
Therefore, it is easy to understand that SDG 4,
expand and effectively implement the rest of the SDGs. Quality Education is fundamental to achieve, expand and
effectively implement the rest of the SDGs.
The 2019 SDG Index and Dashboards Report for European Cities (prototype version) [17] looks at
The 2019 SDG Index and Dashboards Report for European Cities (prototype version) [17] looks
the scores obtained by 45 European cities. Figure 7 shows that the three cities with the highest overall
at the scores obtained by 45 European cities. Figure 7 shows that the three cities with the highest
score are Oslo, Stockholm, and Helsinki, with more than 70 points, while the Spanish cities of Madrid
overall score are Oslo, Stockholm, and Helsinki, with more than 70 points, while the Spanish cities of
and Barcelona ranked 28th and 30th, respectively, with scores in the 55–60 range.
Madrid and Barcelona ranked 28th and 30th, respectively, with scores in the 55–60 range.
Figure 7. European Cities Sustainable Development Goals (SDGs) Index. Prototype Version (2019).
Figure 7. European Cities Sustainable Development Goals (SDGs) Index. Prototype Version (2019).
If we analyze the data from Oslo, the city occupying first place in the ranking, and compare the
sameIfwith
we analyze
Madrid,the
wedata fromthat,
observe Oslo,
as the city in
shown occupying
Table 1. first place in the ranking, and compare the
same with Madrid, we observe that, as shown in Table 1.
Table 1. European Cities SDG Index. Prototype Version (2019). Quality Education.
Oslo Madrid
Early leavers from education (18–24%) Early leavers from education (18–24%)
8.50 Yellow 13.90 Orange
Adults with higher secondary education
Adults with higher secondary education (25–64%)
(25–64%)
84.20 Yellow 72.90 Orange
NEET rate (15–24%) NEET rate (15–24%)
4.00 Green 10.40 Yellow
Satisfaction with schools (%) Satisfaction with schools (%)
80.00 Green 50.00 Red
Four-year-olds in early childhood education
Four-year-olds in early childhood education (%)
(%)
96.20 Green 98.10 Green
Adult participation in learning (%) Adult participation in learning (%)
22.50 Green 11.50 Orange
University appearances in rankings University appearances in rankings
4.00 Yellow 9.25 Green
Sustainable cities and communities
SDG achieved
Challenges remain
Significant challenges remain
Major challenges remain
d Data missing
The most significant difference between all the indicators is the degree of satisfaction with the
educational centers. In the case of Madrid, it is the only important challenge still to be faced (marked
in red).
For UNESCO, education is fundamental, because it is a basic universal right and the foundation
of peace and sustainable development. This United Nations agency maintains that education is
fundamental to achieving the 17 SDGs included in the 2030 Agenda. Likewise, UNESCO has a
follow-up plan, the Global Programme of Action on Education [18].
We live in a time where ESD is at its peak. It is sufficient to look around us and see how we
live, what the model of our cities is, our habits, the conditions of the oceans, the quality of the air, the
scarcity of water, etc. Only recently, in November 2018, did Madrid begin to restrict the access of certain
vehicles to the city centre through Plan A for Air Quality and Climate Change; through this action,
environmental and social objectives were pursued in relation with a reduction in NO2 emissions, a
decrease in the level of noise, and the freeing up of public space. As Xabier Querol indicated: “In
Europe there are 280 cities with traffic restriction zones, in Spain one”. In his interview [19] in the
digital newspaper El Diario.es, the researcher states that the measure is correct, but insufficient; he
comments that in Germany (“inventors of the truth”), there are 50 cities with areas that limit the entry
and circulation of the most polluting cars [20]. One of the most significant challenges worldwide
is improving air quality; exposure to high levels of air pollutants can cause irreparable damage in
humans and even death. The World Health Organization has established that 91% of the world’s
population lives in places where air quality “exceeds established limits”, and that 4.2 million deaths
each year occur as a result of exposure to air pollution [21].
There is no doubt the overpopulation and the erroneous model of our cities and settlements can
only worsen the current situation, although certain countries are taking measures to curb the levels of
emission of NO2 and O3 , among others [22].
The most developed societies have been applying, for years, emission reduction policies that have
generated, for the majority of pollutants, a decrease in pollution levels. On the other hand, the world
population continues to grow markedly and the global tendency to concentrate the population in large
and dense cities . . . All this has led to problems of urban air quality, not only because of an increase in
the concentration of pollutants in many cases, but also because when moving to the city the population
is more exposed to them.
It seems that certain sectors of society do worry about the condition of our planet, among them,
international organizations, associations, NGOs, and the National Government itself, which are
implementing actions and intervention plans to promote Sustainable Education. From the website of
the Ministry for ecological transition, citizens are informed about energy poverty (manifestation of
poverty and social exclusion), the heating allowances, the ITAIWP (Illegal Trade and International
Wildlife Poaching) Plan, etc. Similarly, the Government, in its National Strategy against Energy Poverty
2019–2024, established measures to prevent situations in which households cannot cover their basic
energy supply needs [23].
This research highlights other actions aimed at promoting ESD through education, more specifically
through project’s methodology. Indeed, this should be the responsibility of governments, the private
sector, civil society, and every human being on the planet. The acquisition of SDGs is a universal
task that must be carried out at local level, taking into account the environmental context and the
socioeconomic aspects of each place. Irina Bokova, Director-General of UNESCO, states: [24].
A fundamental change is needed in the way we think about the role of education in global development,
because it has a catalytic effect on the well-being of individuals and the future of our planet . . . Now
more than ever, education has a responsibility to keep pace with the challenges and aspirations of the
21st century, and to promote the right kinds of values and skills that will lead to sustainable and
inclusive growth and a peaceful life.
From our position, we wonder, how we can enhance the training of our students to achieve
a sustainable consciousness? STEM subjects can contribute to this, and, in the case that concerns
us, Technical Drawing, must introduce practices relative to the projection of spaces of eco-urban
coexistence, solving social, economic, and environmental problems. Today, there is an abyss between
the reality of 21st century society, our technological and consumption-centered society, and the response
of different educational systems, in which students are not educated on competent sustainability.
Neither is this possible if teachers do not work from sustainable perspectives [25].
In 2017, UNESCO published the document Education for SDGs, Learning Objectives, which
aimed boost ESD by offering a guide for teachers. Table 2 shows the list of specific learning objectives
for SDGs and key competencies for sustainability.
This guide identifies specific learning objectives and suggests themes and activities for each
SDG [26]. The document is designed to guide education professionals in the use of ESD in learning for
SDGs and, consequently, for achieving them.
The technical project as a methodological tool has numerous benefits [27].
Several emerging pedagogies review the educator learner relationship and treat them, both, as partners in
change or change agents. Moreover, they enable learners to experience authentic learning environment
by working in inter and transdisciplinary teams to help communities overcome sustainability challenges
with mutual benefits.
Similarly, key competencies for sustainability are described, as well as specific Learning Objectives
for SDGs that allow people to be called “sustainability-conscious citizens” [28].
Table 2. List of specific learning objectives for the SDGs and key competencies for sustainability.
Specific Learning Objectives for the SDGs Key Competencies for Sustainability
Systems thinking competency: The abilities to recognize and
understand relationships; to analyze complex systems; to think
of how systems are embedded within different domains and
different scales; and to deal with uncertainty.
Anticipatory competency: The abilities to understand and
The cognitive domain comprises knowledge and evaluate multiple futures—possible, probable, and desirable; to
thinking skills necessary to better understand the create one’s own visions for the future; to apply the
SDG and the challenges in achieving it. precautionary principle; to assess the consequences of actions;
and to deal with risks and changes.
Normative competency: The abilities to understand and reflect
on the norms and values that underlie one’s actions; and to
negotiate sustainability values, principles, goals, and targets, in a
context of conflicts of interests and trade-offs, uncertain
knowledge, and contradictions.
Strategic competency: The abilities to collectively develop and
implement innovative actions that further sustainability at the
local level and further afield.
The socio-emotional domain includes social skills Collaboration competency: The abilities to learn from others; to
that enable learners to collaborate, negotiate, and understand and respect the needs, perspectives, and actions of
communicate to promote the SDGs as well as others (empathy); to understand, relate to, and be sensitive to
self-reflection skills, values, attitudes, and others (empathic leadership); to deal with conflicts in a group;
motivations that enable learners to and to facilitate collaborative and participatory problem solving.
develop themselves. Critical thinking competency: The ability to question norms,
practices, and opinions; to reflect on own one’s values,
perceptions, and actions; and to take a position in the
sustainability discourse.
Self-awareness competency: The ability to reflect on one’s own
role in the local community and (global) society; to continually
evaluate and further motivate one’s actions; and to deal with
The behavioral domain describes one’s feelings and desires.
action competencies.
Integrated problem-solving competency: The overarching
ability to apply different problem-solving frameworks to
complex sustainability problems and develop viable, inclusive,
and equitable solution options that promote sustainable
development, integrating the above-mentioned competences.
Awareness that there is an environmental problem, a product of the way in which the planet has
evolved and grown, is widespread. The spectator observes the deterioration around them, develops a
cognitive and emotional dimension, knows what the problem is, and, for instance, feels the need to
act. Nevertheless, the destruction of the environment is a fact. What is happening? A mere concern
for the environment is not enough to stop its tarnishing; a sustainable consciousness is necessary in
order to reactivate the tangential behavior that we have shown in the face of the problem. We acquire
an environmental commitment when we reach an environmental consciousness, a multidimensional
concept, in which several dimensions can be identified [22].
Cognitive: Degree of information and knowledge about environmental issues. This refers to ideas.
Affective: Perception of the environment; beliefs and feelings on environmental matters. This refers
to emotions.
Conative: Willingness to adopt pro-environmental criteria in behavior, expressing interest or
predisposition to participate in activities and make improvements. We talk about attitudes.
Active: Carrying out environmentally responsible practices and behavior, both individual and
collective, even in compromised or pressure situations. We are talking about behaviors.
Therefore, integral Environmental awareness (EA) establishes a connection between several
psychological constructs (knowledge, information, norms, values, attitudes, beliefs, etc.) that trigger
behaviors that make it possible to coexist with the environment, preserve it, and transform it according
to one’s own needs, without compromising the possibility of future generations to satisfy theirs [29].
This concept is mentioned, almost in the same way, in the Brutland report in 1987, in which part 1
is [10,30].
- Common concerns.
- Common tasks.
- Common efforts.
The current deteriorating environmental situation is of concern to a wide range of sectors, including
psychologists. The cessation of the excessive exploitation of our natural environment requires a change
in the way that people face it [31]. The New Environmental Paradigm (NEP) created by Dunlap and
Van Liere in 1978 was born as an instrument to evaluate beliefs towards the environment. The scale
consists of 12 items grouped in three dimensions, called: Limitations to the growth of society, the human
capacity to alter the environmental balance, and the right of human being to govern or reign over
nature. High scores in the NEP indicate an ecocentric orientation or commitment to the preservation of
the environment, while low scores mean a predominance of anthropocentrism, that is, beliefs in favor
of the exploitation of natural resources [32].
In 2000, Dunlap and collaborators included two new dimensions in the NEP scale, creating the
New Ecological Paradigm (NEP), and increasing the number of items on the scale from 12 to 15.
Of these, eight offer a vision in favor of ecology and seven of them against ecology, objectifying people’s
environmental beliefs and therefore measuring them better than their previous version [33].
The question arises: Is it possible to link the phases of an Eco-urban Project in the technical
drawing classroom, with the objectives and key competencies of SDG 11, and to put a value on
Education for Sustainable Development?
The ultimate purpose of this research is to observe whether working on an eco-urban technical
project in the classroom, using the methodological approach proposed by UNESCO (2017), strengthens
the Learning Objectives (cognitive, socio-emotional and behavioral) and key competences established
by UNESCO for SDG 11, sustainable cities and communities, and thus put a value on Education for
Sustainable Development.
After the qualitative research has been carried out, a questionnaire is completed to observe,
for information purposes only, the level of sustainable awareness that the students have reached at the
end of the project.
2. Materials and Methods
2.1. Method and Procedure: Project Phases, UNESCO Learning Objectives and Key Competencies
As first part of the methodological design of the research, we detail the four phases of the eco-urban
technical project carried out by the students:
- Background and current status analysis.

- Social study and feasibility of the area of action.
- Knowing your city: Planning space for coexistence.
- Design of the coexistence space. A 3D model.
Once the learning objectives and key competences have been described within the theoretical
framework (see Tables 3–6), we relate each of the phases to the corresponding objectives and
competencies by providing photographs, designs, and sketches related to the different work phases.
Table 3. Phase 1 of the project: Background and analysis of current status.
Phase of the Project Learning Objective Key Competence

During the study phase, students Cognitive learning objective Systems thinking competency:
carry out a critical analysis of the 1.2.11.1 The learner understands The abilities to recognize and
school’s living spaces. To this end, basic physical, social, and understand relationships; to analyze
they analyze the entire school psychological human needs and is complex systems; to think of how
They work its
complex, meticulously
facilities, and onspaces
the in settlement patterns
able to identify how and,
these while
needs are visionssystemsfor are
theembedded
future; to within
apply the
original
order construction,
to study the best thearea respecting
currently addressed in their own precautionary
cultural heritage, principle;
different domains to assess the
and different
materials used,for andaction.
the possible physical urban,
understands the peri-urban,
need to find and scales; and to deal
consequences with uncertainty.
of actions; and to deal
rural settlements.
construction techniques used at
Sustainability 2020, 12, x FOR PEER REVIEW compromises to develop an with risks and changes. 11 of 19
The Sustainability
students study2020, the
12, xhistorical
FOR PEER REVIEW Anticipatory competency: The
11 of 19
and urbanthe time.
background of the school improved Cognitive sustainable system.
learning objective abilities to understand and evaluate
They work meticulously
Sustainability 2020, 12,on thePEER REVIEW
x FOR settlement patterns and, while visions for the future; to apply11the of 19
and analyze photographs
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settlement patternsunderstands
and, while the precautionary
visionsmultiple futures—possible,
for theprinciple;
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apply thethe
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of the research. Theythework respecting
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to create
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used, construction,
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used, compromises
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techniques used at techniques
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Source: Own preparation: Photographs in the library and newspaper archives of the center, as well as
current photos.
Source: Own Table 4. Phase

preparation: 2 of the project:
Photographs Social
in the library andstudy and feasibility
newspaper archives ofofthe
the area as
center, ofwell
action.
as current photos.
Source:
Source: Own Own preparation:
preparation: Photographs
Photographs inin the
the libraryand
library andnewspaper
newspaperarchives
archives of the center,
center,as
aswell
wellasas
Source:
current Own preparation: Photographs in the library and newspaper archives of the center, as well as
photos.
Phase ofphotos.
current the Project Learning Objective Key Competence
Table
current Phase 2 of the project: Social study and feasibility of the area of action.
4.photos.
Students conduct interviews with Socio-emotional learning
Table
Table 4.community 4. Phase
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Table 5. Phase 3 of the project: Knowing Your City. Approach to the Design of the space of
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Table 5. Phase 3 of the project: Knowing Your City. Approach to the Design of the space of coexistence.
Sustainability
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2.2. 2.2. 2.2.
2.2. Triangulation
TriangulationTriangulation
Triangulation Instrument
Instrument
2.2.Triangulation (NEP
Instrument
Instrument
Instrument (NEP
(NEPScale) Scale)
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(NEPScale)
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Scale) Scale)
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ofof Participants.
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of Participants.
2.2. Triangulation
2.2. Triangulation Instrument
Instrument (NEP(NEPScale)Scale) to Measure
to Measure the Level
the Level of Sustainable
of Sustainable Awareness
Awareness of Participants.
of Participants.
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The
instrument
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consciousness
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the
the so-called
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The
Due The
to instrument
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its simplicity oftoapplication,
used to measure measure sustainable
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instrument wasso-called
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Scale.
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DueDue
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its its its
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of application,
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of application, this this this
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instrument
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has
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widely widely
widely used
used
used used
by many by
by many
many
authors authors
authors
Due Due itssimplicity
to itstosimplicity
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application,
of application, this this
instrument
instrument
instrument
has been
has
has been
been widely
widely
widely
used
used by many
by many
by many authors
authors
authors
worldwide; the scale is considered appropriate in research into pro-environmental awareness [34].
The authors consider that the revised scale better encompasses the various facets of an ecological
worldview; balances the number of pro- and anti-NEP items; and updates the terminology of the first
version. “This scale assesses attitudes, beliefs, values and worldviews regarding the environment.
Previous studies have found different underlying factorial structures, while evidence of internal
consistency is acceptable” [35].
This is a 15-item Likert questionnaire that deals with 5 facets of the relationship between humans
and the environment [36].
The existence of limits to the growth of human societies -items 1, 6 and 11-; the right of humanity to
use nature to its advantage or anti-anthropocentrism -items 2, 7 and 12-; the fragility of the natural
balance -items 3, 8, 13-; rejection of human exceptionalism -items 4, 9 and 14-; and the possibility of
ecological crises -items 5, 10 and 15-.
The eight odd items are written in such a way that adherence to them indicates a pro-environmental
or ecocentric point of view, while the seven items are written so that adherence to them indicates an
anthropocentric attitude.
Students fill in the questionnaire, assigning values from 1 to 5:
1 = Strongly Disagree. 2 = Disagree. 3 = Doesn’t matter. 4 = OK. 5 = Totally agree
We therefore have 15 categorical variables whose measurement scale in SPSS will be ordinal.
After the students answer the questionnaire, we obtain 15 items, each evaluated from 1 to 5 points each.
As can be observed in Tables 7 and 8, in order to measure the level of sustainable consciousness,
two new variables are generated. The first, “ecocentric grouped” variable that makes up the 8 ecocentric
items, and a second “anthropocentric grouped” variable formed by the 7 anthropocentric items, thus
establishing two new evaluation scales:
Table 7. Clustered Ecocentric Variable.
Clustered Ecocentric Variable

Points Level of Awareness
0–8 Very low
9–16 Low
17–24 Medium
25–32 High
33–40 Very High
Table 8. Variable: Anthropocentric grouped.
Variable: Anthropocentric Grouped

Points Level of Awareness
0–7 Very low
8–14 Low
15–21 Medium
22–28 High
29–35 Very High
For the first variable, 8 items and 5 values imply a maximum of 40 points. Table 9 shows the
Revised NEP Statements.
Table 9. Revised NEP (New Environmental Paradigm) Statements.
Revised NEP Statements

1. We are approaching the limit of the number of people the Earth can support.
2. Humans have the right to modify the natural environment to suit their needs.
3. When humans interfere with nature, it often produces disastrous consequences.
4. Human ingenuity will ensure that we do not make the Earth uninhabitable.
5. Humans are seriously abusing the environment.
6. The Earth has plenty of natural resources if we just learn how to develop them.
7. Plants and animals have as much right as humans to exist.
8. The balance of nature is strong enough to cope with the impacts of modern industrial nations.
9. Despite our special abilities, humans are still subject to the laws of nature.
10. The so-called “ecological crisis” facing humankind has been greatly exaggerated.
11. The Earth is like a spaceship with very limited room and resources.
12. Humans were meant to rule over the rest of nature.
13. The balance of nature is very delicate and easily upset.
14. Humans will eventually learn enough about how nature works to be able to control it.
15. If things continue on their present course, we will soon experience a major ecological catastrophe
For the second variable, 7 items and 5 values imply a maximum of 35 points.
3. Results
Table 10 shows the results obtained after applying the methodological approach recommended by
UNESCO. Learning objectives and key competencies acquired in each of the four phases of the project.
Table 10. Learning objectives and key competency achieved according to UNESCO (2017).
Phase of the Project Learning Objective Key Competency

1—Background and analysis of Systems thinking,
Cognitive
current status. Anticipatory competency
2—Social study and feasibility Anticipatory competency,
Socio-emotional
of the area of action. Normative competency
3—Approach to the design of
Socio-emotional, Cognitive, Critical thinking, Self-awareness
the space of coexistence.
4—Design of the living space. Cognitive, Socio-emotional, Strategic, Collaboration, Joint
3D model. Behavioral problem-solving
Tables 11 and 12 show the results of the NEP questionnaire. The environmental awareness
levels of the students are high: 77.8% have a high level of ecocentric awareness, and 22.2% a very
high level. Similarly, 77.8% of them have an average anthropocentric level, and 22.2% have a low
anthropocentric level.
Table 11. Ecocentrist (grouped).
Frequency Percentage Percentage (Valid) Percentage (Cumulative)

High 7 77.8 77.8 77.8
Valid Very High 2 22.2 22.2 100.0
Total 9 100.0 100.0
Table 12. Anthropocentric (grouped).
Frequency Percentage Percentage (Valid) Percentage (Cumulative)

Low 2 22.2 22.2 22.2
Valid Medium 7 77.8 77.8 100.0
Total 9 100.0 100.0
4. Discussion
Following the announcement in 2015 of the Sustainable Development Goals and 2030 Agenda,
national and local governments have begun to follow the guidelines in order to achieve these goals by
the 2030 horizon.
Since the start of the journey made in 2016, the Network of Solutions for Sustainable Development,
in collaboration with the UN, carried out assessments for different countries, indicating the state of
achievement of the SDGs by 2030 horizon. As far as our country is concerned, Spain will not achieve
any SDGs by the established date, with several SDGs far from being reached, as is the case of SDG 11
“Sustainable Cities and Communities”.
This article proposes a methodological route that, supported by the indications of UNESCO,
can serve as a classroom guide to work the SDGs in a transversal way, in the case described SDG
11. The aim is also reinforce Education for Sustainable Development and finally to strengthen the
level of sustainable awareness in students. The project presented relate each of its phases to Learning
Objectives and Key Competences for SDG 11 “Sustainable Cities and Communities” by means of
the methodological approach proposed by UNESCO (2017). The methodology used has focused on
students of STEM subjects, in this case technical drawing, is action-oriented and transformative since
students, as described in the phases of their eco-urban project, were able to establish sustainable
solutions for their environment, in a socio-cultural and historical context, valuing the cognitive,
socio-emotional, and behavioral learning objectives for ESD. In the same way, all the objectives are
related to the key competencies for sustainability that generally regarded as crucial for attaining
sustainable development [25].
We agree with the Action Plan for the implementation of the Spanish Government’s 2030 Agenda,
as we consider it important that ESD is implemented in educational curricula.
We agree with UNESCO that the type of project presented in this article is a “key learning method
for SDGs” [25]. In addition, the project that we present coincides with one of the “Examples of learning
approaches and methods for SDG 11 “Sustainable Cities and Communities”, Table 1.2.11b” (UNESCO
2017). We agree with Ugarte, A. on the need to communicate SDGs in context, and that they should be
adapted socially and culturally [37].
The results obtained are interesting, as they show high levels of sustainable awareness of the
importance of the environmental, social, and economic dimensions that underline the principle of
sustainability [38,39]. The findings have encouraged us to continue working with the NEP in the
classroom. Another point worth highlighting is that students have been trained in the environmental
competencies and skills reviewed by other authors like Cabero, J.; and Llorente, M. [40]. We agree with
Wals (2015) that, by working on these dimensions, we train “sustainable citizens” because this project
has allowed us to evaluate Education for Sustainable Development and to work with our students, not
only on a given topic, but also on the learning approaches and methods suggested by UNESCO.
Author Contributions: Conceptualization, F.D.C.V. and F.L.R.; methodology, F.D.C.V. and F.L.R.; software, F.L.R.;
validation, F.D.C.V.; formal analysis F.D.C.V. and F.L.R.; investigation, F.D.C.V. and F.L.R.; resources, F.D.C.V. and
F.L.R.; data curation, F.D.C.V. and F.L.R; writing—original draft preparation F.D.C.V. and F.L.R.; writing—review
and editing, F.D.C.V. and F.L.R.; visualization, F.D.C.V. and F.L.R.; supervision, F.D.C.V. and F.L.R.; project
administration, F.D.C.V. and F.L.R. All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Acknowledgments: Special thanks are due to the group of students who, coordinated by the authors, won first
prize in 2018 at the 1st Olympiad of Architecture of the Region of Murcia.
Conflicts of Interest: The authors declare no conflict of interest.
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Education For Sustainable Development in STEM (Technical Drawing) : Learning Approach and Method For SDG 11 in Classrooms

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sustainability

Keywords: sustainable awareness; SDGs; sustainable cities and communities; eco-urban

1.1. History of Sustainable Development Goals in Spain 2015–2019

Sustainability 2020, 12, 2706; doi:10.3390/su12072706 www.mdpi.com/journal/sustainability

Sustainability 2020, 12, x FOR PEER REVIEW 3 of 19

Figure 3. Sustainable Development Report 2019.

Sustainability 2020, 12, x FOR PEER REVIEW 4 of 19

Figure 4. Sustainable Development Report 2019. Denmark.

Figure 5. Sustainable Development Report 2019. Sweden.

Figure 5. Sustainable Development Report 2019. Sweden.

Figure 6. Sustainable Development Solutions Report 2019. Finland.

Figure 6. Sustainable Development Solutions Report 2019. Finland.

1.3. The Educational City: Towards a Sustainable Awareness

2. Materials and Methods

- Background and current status analysis.

Table 3. Phase 1 of the project: Background and analysis of current status.

Phase of the Project Learning Objective Key Competence

Source: Own Table 4. Phase

1 = Strongly Disagree. 2 = Disagree. 3 = Doesn’t matter. 4 = OK. 5 = Totally agree

Table 7. Clustered Ecocentric Variable.

Clustered Ecocentric Variable

Table 8. Variable: Anthropocentric grouped.

Variable: Anthropocentric Grouped

Table 9. Revised NEP (New Environmental Paradigm) Statements.

Revised NEP Statements

Phase of the Project Learning Objective Key Competency

Table 11. Ecocentrist (grouped).

Frequency Percentage Percentage (Valid) Percentage (Cumulative)

Table 12. Anthropocentric (grouped).

Frequency Percentage Percentage (Valid) Percentage (Cumulative)

21. World Health Organization. Air Pollution. Available online: https://www.who.int/health-topics/air-

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