This study aims to examine the transformative potential of a pilot faculty training program in Education for Sustainable Development (ESD), designed to strengthen sustainability competencies and foster social responsibility among university educators through the integration of the Sustainable Development Goals (SDGs).
Developed as a teaching innovation initiative at the University of Barcelona’s Faculty of Education, the program followed a qualitative, participatory action research methodology. Structured in four phases – needs assessment, co-design, pilot implementation and evaluation – it engaged faculty from diverse disciplines and emphasized transformative pedagogical strategies aligned with ESD principles and the SDGs.
Evaluation results show significant improvements in faculty knowledge, attitudes and confidence in applying sustainability principles and integrating SDGs into course design. The program fostered interdisciplinary collaboration and inspired follow-up initiatives, including research projects and institutional events, demonstrating its potential to catalyze curricular innovation and academic community engagement.
The study is based on a small sample and a short-term intervention. Future research should explore scalability, long-term impacts and institutional integration of ESD-based faculty development programs.
The training program offers a replicable framework for embedding sustainability and SDGs into higher education curricula and advancing institutional commitments to the Agenda 2030.
By equipping educators with sustainability competencies and critical pedagogical tools, the program contributes to the development of socially responsible and ecologically aware academic cultures.
This study presents an interdisciplinary faculty development program, highlighting the role of educators as agents of change in embedding sustainability and the SDGs across curricula.
