Design and validation of the EFODS-DOC questionnaire on the SDGs in Primary Physical Education
DOI:
https://doi.org/10.47197/retos.v74.119944Keywords:
Evaluation instruments , Physical Education, primary education, sustainable developmentAbstract
Introduction: The current regulatory framework (LOMLOE; RD 157/2022) positions the Sustainable Development Goals (SDGs) as a cornerstone of the curriculum; however, Physical Education (PE) lacks validated instruments to translate this legal mandate into assessable pedagogical practice.
Objective: This study aimed to design and psychometrically validate the EFODS-DOC questionnaire, developed to assess in-service Primary PE teachers' self-perceived implementation of the SDGs.
Methodology: An instrumental study was conducted in two phases (design and validation). After content validation through expert judgement (Aiken's V = .904), a pilot study with 102 teachers examined internal consistency and construct validity through Exploratory Factor Analysis; the structure was corroborated with a polychoric sensitivity analysis.
Results: Inter-judge agreement was high (Aiken's V = .904). After a preliminary analysis removed two items, all subscales showed good-to-excellent reliability (α and ω between .72 and .93), sampling adequacy ranging from mediocre to satisfactory across sections (KMO .627–.891) and significant Bartlett tests (p < .001). Perceived contribution to the SDGs organised into three factors and teaching behaviours into two —a broad pro-sustainability factor and a health and active-lifestyle factor— rather than the three theoretical dimensions of sustainable development.
Discussion: Unlike existing instruments addressed to preservice teachers or other contexts, the EFODS-DOC targets in-service Primary PE teachers and is anchored in the Spanish curriculum, jointly integrating knowledge, attitudes and behaviours into self-perceived action-competence perspective.
Conclusions: The EFODS-DOC provides favourable initial evidence of validity and reliability, offering a comprehensive picture of teachers' self-perceived SDG implementation and helps guide strategies to reduce the gap between regulation and classroom practice. However, its structure will need to be confirmed in larger samples before to be considered definitive.
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