Abstract

In the context of the global 2030 Agenda and its Sustainable Development Goals (SDGs), universities face the challenge of reorienting their structures and strategies to foster twenty-first-century competencies. This study delves into the integration of these competencies within initial teacher education in Chile. Utilizing a qualitative, descriptive–interpretive approach inspired by grounded theory, the research scrutinized pedagogy programs across four Chilean universities. A total of 293 programs were analyzed, focusing on curricular instruments, plans, and guiding documents, in four degree and higher education institutions. The findings reveal varying degrees of SDG integration and emphasis on twenty-first-century skills. While European higher education institutions have shown significant alignment with the SDGs, the Chilean context presents unique challenges and opportunities. The study underscores the imperative for a holistic approach in teacher training, ensuring alignment with global sustainability goals and addressing the distinct needs of contemporary education. This research offers valuable insights for educators, policymakers, and institutions aiming to bridge the gap between global sustainability commitments and practical pedagogical implementation.