1. Bagoly-Simó P, Kriewaldt J (2022) Future geography teachers for the planet. Powerful (disciplinary) knowledge and education for sustainable development (ESD) in initial teacher education (ITE). Int Res Geograp Environ Educ. in press. https://doi.org/10.1080/10382046.2023.2158622
2. Bartlett JE, Kotrlik JW, Higgins CC (2001) Organizational research: determining appropriate sample size in survey research. Inf Technol Learn Perform J 19(1):43–50
3. Brahm T, Kühner P (2019) Faculty motivation as a key for integrating sustainable development in higher education curricula. Int J Innov Sustain Dev 13(2):181–197. https://doi.org/10.1504/IJISD.2019.098985
4. BOE 52 (2022) Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria, Ministerio de Educación del Gobierno de España, Madrid [Royal Decree 157/2022, of March 1, establishing the organization and minimum teaching requirements for Primary Education, Ministry of Education of the Government of Spain, Madrid]. https://www.boe.es/boe/dias/2022/03/02/pdfs/BOE-A-2022-3296.pdf
5. BOE 76 (2022) Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria, Ministerio de Educación del Gobierno de España, Madrid [Royal Decree 217/2022, of March 29, establishing the organization and minimum education requirements for Compulsory Secondary Education, Ministry of Education of the Government of Spain, Madrid]. https://www.boe.es/boe/dias/2022/03/30/pdfs/BOE-A-2022-4975.pdf