Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

中文翻译：

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教育中的可持续环境：新环境对大学生学习过程影响的结果

在可持续发展目标的框架内，有必要转向以公平和平等原则为基础的促进机会的优质教育。因此，教学过程发生的环境起着根本性的作用。我们的研究显示了环境对大学生学习过程的影响（N = 33）。使用抽样经验的方法，学生评估新环境学习 (NEL) 与传统课堂 (TC) 相比如何鼓励他们的注意力、课堂参与、创造力、好奇心、批判性思维、学习动机和情绪（享乐的语气和激活级别）。此外，学生们还评估了课程对他们的视觉吸引力的程度。设计是重复措施，以便在 53 天的时间内评估两个教室中相同科目的体验。在这段时间内，在完成为研究选择的每个课程后，参与者在他们的手机上收到一条消息，其中包含一个简短的临时问卷的链接，该问卷评估了他们与所学课程学习环境相关的体验刚参加。我们总共记录了 359 条与 TC 相关的回复和 209 条与 NEL 相关的回复。结果显示参与程度和视觉吸引力在统计上存在显着差异，NEL 的水平更高。这些要素对于实现面向批判性思维、责任和社会转型的可持续发展教育至关重要。