This paper shows the results of the Teaching Innovation Project "Inclusion of the Sustainable Development Goals in initial and continuing teacher training" (UV-SFPI_PID-1640505) funded by the University of Valencia (Spain). It has been developed in the academic year 2021-2022 in the degrees of Early Childhood Education and Primary Education, as well as in Degree in Pedagogy and Master in Secondary Education. The main objective pursued with this Teaching Innovation Project is to raise awareness and promote the SDGs to achieve the 2030 Agenda in the transition to sustainability in initial and continuing teacher training. 

The integration of the SDGs at the university is an opportunity to consider how to improve our internal and external processes in terms of respect for the people of the planet. Education is at the heart of the 2030 Agenda for Sustainable Development and is essential for achieving all SDGs (UNESCO, 2016). According to Cebrián (2020), many universities around the world have signed national and international declarations to promote the integration of sustainability in their operations, campus management, and curriculum. The Teaching Innovation Project described here follows the line of integrating the SDGs into the school curriculum in the infant and primary stages using initial and ongoing teacher training through the inclusion in the syllabus of various subjects of the Bachelor's Degrees in Early Childhood and Primary Education, in the Master's Degree in Secondary Education Teaching and the Degree in Pedagogy of the University of Valencia in a cross-cutting manner and working on the 2030 Agenda and the SDGs with future teachers.

The 2030 Agenda for Sustainable Development is a plan of action for people and the planet to achieve prosperity. According to Gómez (2018), this agenda adopted by the international community is the most ambitious ever adopted to launch a collective global mobilization around common goals. It adopted the Sustainable Development Goals, which have allowed countries to come together to embark on new paths towards the future. As Martinez and Lloret (2020) note <>. 

The 17 SDGs set to be achieved by the next summit in 2030 address issues such as: ending poverty and hunger by improving nutrition; ensuring health and well-being for all ages; ensuring inclusive, equitable, and quality education; achieving gender equality; promoting economic growth, full employment, and decent work; making cities and communities inclusive and sustainable; responsible production and consumption; combating climate change and its impacts; promoting peaceful and inclusive societies; and strengthening global partnerships to achieve sustainable development, among other goals (Rieckmann and Gardiner, 2017).

Thus, to achieve these goals, it is necessary to transform schools worldwide and curricula, adopting the modifications required to direct them towards global sustainability (Mesa, 2019). For all these reasons, it is necessary to have innovative educational policies that integrate Education for Sustainable Development (ESD) into the contents to be worked on in the curriculum, either independently or transversally. Moreover, as Gamba and Arias (2017) point out, education is considered a key instrument for achieving all the SDGs. ESD is the central axis of action since, according to Rieckmann (2018), its purpose is to develop essential competencies of reflection, criticism, responsibility, and active participation in students to contribute to social transformation by creating sustainable societies that start from a local conception and extend towards a global vision, thus projecting the creation of sustainable, aware and active societies.

This research is based on a qualitative and descriptive methodology (Bertomeu et al., 2006). Using two inventories (pre-and post-test), the aim was to analyze, compare and evaluate the impact of innovative training on the integration of the SDGs and the 2030 Agenda in the school curriculum. The questions in the questionnaire were: 1. What does the acronym SDG stand for? 2. How many SDGs are there? 3. Name one SDG. 4. Which SDG is directly linked to education? 5. What is the purpose of the SDGs? What is the 2030 Agenda? Population Given the characteristics of the research, this study proposed a random non-probabilistic sampling (Martín-Crespo and Salamanca, 2007). Due to the Teaching Innovation Project requirements on which this study is based, the sample was selected from the group of students belonging to the subjects and university degrees previously chosen by the project. The initial sample consisted of 279 students from different degrees at the Universitat de València. After reviewing the pretest and post-test responses, those who did not complete both questionnaires or left unanswered questionnaires were screened out. Thus, the final sample consisted of a total of 230 students and students from the following degrees: Kindergarten teaching education (MI; N=56; 24.3%), Primary teaching education (MP; N=78; 33.9%), Pedagogy (PG; N=21; 9.1%) and Master's Degree in Training for Labor Orientation (TLO; N=13; 5.7%), Master of Secondary Education, specialization in Physical Education (PE; N=31; 13.5%), Master of Secondary Education, specialization in Education and Educational Guidance (OE; N=31; 13.5%). The ages ranged from 17 to 49 years (M=21.40; SD=3.78); 164 of the participants were female (71.3%), 65 male (28.3%) and 1 as other (0.4%). Analysis and instruments To measure the different socio-demographic variables and establish a comparison between knowledge before and after the intervention, two knowledge inventories on the SDGs and the 2030 Agenda were designed and validated, optimized to act as a pretest and post-test. The analysis of the results was carried out using Atlas.ti SPSS software (measures of central tendency and graphs) in version 25.

The majority of pedagogical professionals scored less than two on the PRETEST, which would indicate that they do not usually deal with SDG issues in their professional career, in contrast to the students from pedagogy, who had a higher knowledge of SDGs. The psychometric properties of the ODS questionnaire were considered. Reliability was analyzed through Cronbach's alpha, showing a value of .778. This indicates an acceptable degree of confidence for the sample. On the other hand, the item-test analysis indicates a significant correlation between the items and the total scale, obtaining levels between 471 and 848, which suggests that the test is valid. Since the sample was more significant than 50, Pearson's correlation was used to establish the item-test and test-dimension correlations of the instruments used. To respond to the research objectives of measuring the effect of the workshops on the SDGs in students of various UV degrees, it was proposed to pass the normality test to decide whether to use parametric or non-parametric tests. Since none of the items exceeded the degree of significance (p<0.05), the null hypothesis is rejected, and it is stated that the sample does not meet the normal distribution therefore, non-parametric tests will be used. To determine whether the workshops had any effect on students' knowledge of the SDGs, the Wilcoxon signed-rank test was used to compare related samples. As can be seen in Table 4, the p-value (sig. 0.00; p<0.05) indicates that there are differences between the PRETEST and POSTEST, so the null hypothesis is rejected, stating that the workshops allowed to improve the knowledge of UV undergraduate and master students about the SDGs. Regarding the items, it is identified that the participants improved concerning all questionnaire items, except Item 6, which corresponds to "What is the 2030 Agenda".

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