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The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.

A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).

Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.

The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.

Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.

This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

This study explores the strategies for promoting sustainable development (SD) adopted by the higher education institutions (HEIs) associated with the QualEnv University Consortium (QualEnv). The research examines actions in three main domains: teaching, research and outreach. This study aims to understand better how these strategies are applied and their impact on achieving the Sustainable Development Goals (SDGs). The results of this study can potentially contribute to the effectiveness of action plans for SD in HEIs and provide valuable insights for other institutions and stakeholders.

The study was based on institutionalizing sustainability research and practices in QualEnv HEIs. In this process, the research used participant observation for data collection. Data was collected through documentary research and a literature review. The data were analyzed qualitatively.

The results allowed understanding sustainability in all three areas. In teaching, most attention was paid to implementing the SDGs in the curricula and various courses at the institutions. Strategies for qualifying publications and greater dissemination and involvement of research initiatives with the SDGs were sought in research. In outreach, the means and activities the HEIs adopt to reach out to the internal and external (surrounding) communities concerning the SDGs and the search for their propagation and implementation were notable. Many of the actions result from changes to existing processes, which have been given a close look by the institutions with a view to improvement.

This study discusses the practical implications for HEIs to plan and implement SD in their teaching, research and outreach activities. It also demonstrates the effort to improve initiatives to work on education for sustainability, as it shows how the institutions belonging to the QualEnv consortium have planned their strategies to contribute to SD.