Gómez Ruiz, María LuisaMorales Yago, Francisco JoséLázaro Torres, María Luisa de2024-05-202024-05-2020212071-1050https://doi.org/10.3390/su13031106https://hdl.handle.net/20.500.14468/12090first_pagesettingsOrder Article Reprints Open AccessArticle Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid by María-Luisa Gómez-Ruiz 1,Francisco-José Morales-Yago 2 andMaría-Luisa de Lázaro-Torres 2,*ORCID 1 Department of Experimental, Social and Mathematical Didactics, Universidad Complutense de Madrid (UCM), 28040 Madrid, Spain 2 Department of Geography, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain * Author to whom correspondence should be addressed. Sustainability 2021, 13(3), 1106; https://doi.org/10.3390/su13031106 Submission received: 8 January 2021 / Revised: 15 January 2021 / Accepted: 18 January 2021 / Published: 21 January 2021 (This article belongs to the Special Issue Geographical Education for Sustainable Development) Downloadkeyboard_arrow_down Browse Figures Versions Notes Abstract Education has a crucial role to play in helping meet the Sustainable Development Goals, for which the initial training of university teachers, and its evaluation, are all essential. In this context, the authors developed an outdoor work task, consisting of an orientation game in ‘medieval Madrid’. The main objective was to show future teachers how they can enable their own students to value cultural heritage in order to acquire sustainability competencies. The task was evaluated by participants using a questionnaire, in order to make them aware of the acquired competencies. A gamification component was added to the outdoor task to create a healthy competitive environment. In this way, future teachers were able to observe how a teaching activity is evaluated; learn how to organize a didactic activity that can be extrapolated to other territorial and heritage realities; and employ their mobile devices to learn the foundations of sustainability in heritage management. Additionally, they acquired teaching competencies that promoted quality education and contributed towards two of the Sustainable Development Goals, specifically: 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and 11 “Make cities and human settlements inclusive, safe, resilient and sustainable”.enAtribución 4.0 Internacionalinfo:eu-repo/semantics/openAccessartículoSustainable Developmentgeographyeducationoutdoor learningorientation gameheritagedigital competencetraining teacherssustainability competencies