Education for Sustainability and the SDGs: Prevention of Mental, Physical, and Dietary Health

Objective: This study aims to emphasize the importance of Education for Sustainability and the Sustainable Development Goals (SDGs), with a specific focus on SDG 4: Quality Education. It explores how psychological research has contributed to inclusive and innovative educational methodologies that promote healthy habits and the physical and mental well-being of primary school students. Theoretical Framework: The research is based on recent developments in educational psychology that advocate for inclusive, student-centered learning environments. It also incorporates the principles of the 2030 Agenda for Sustainable Development, particularly the integration of sustainability into educational practices. The framework supports the idea that fostering well-being and sustainable behaviors in students is essential for achieving long-term educational and societal transformation. Method: A mixed-method approach was adopted. The first phase involved a qualitative literature review to identify key variables related to sustainability and student well-being. Based on this analysis, dichotomous and multiple-choice questionnaires were designed to quantitatively assess the extent to which students exhibit behaviors aligned with the 2030 Agenda. Results & Conclusions: Initial qualitative findings suggest that students show varying degrees of alignment with sustainable behaviors, particularly in areas related to health and well-being. The study concludes that there is a strong correlation between the identified variables and the European guidelines of the 2030 Agenda. Research Implications: This research highlights the need for educational policies and practices that embed sustainability and well-being into the curriculum.