An educational practice was implemented in the "Basics of Web Design" course, part of the Bachelor of Multimedia and Graphic Design program, under the Department of Audiovisual and Graphic Creation, at the Universidad de Diseño, Innovación y Tecnología (UDIT) in Madrid. This initiative builds upon the work done in the 2023-24 academic year and is now integrated into the new teaching innovation project for 2024-25, ”**Open Knowledge for local sustainability awareness through educational innovation [EduCOMCIENCIA] (PIE -2024-URJC)**”. This project continues under the framework of activities developed by the Teaching Innovation Group in Communication, Digital Technologies, and Open Education—a well-established group acknowledged by the Universidad Rey Juan Carlos (GID-28). This practice aimed to equip students with practical web design skills, encompassing proficiency in HTML, CSS, and JavaScript fundamentals, while simultaneously contributing to the community through the creation of meaningful websites that champion sustainable practices. Thus, the activity had a dual purpose. First, it sought to promote active, self-directed, and guided learning throughout the web design production process, fostering teamwork and cooperative learning through projects grounded in real-world professional scenarios. Second, the curriculum incorporated the United Nations' Sustainable Development Goals (SDGs) from the 2030 Agenda, focusing specifically on SDG 12—which addresses circular economy principles and responsible consumption practices. This strategy empowers students to leverage their design expertise while integrating essential web technologies, resulting in the development of comprehensive multimedia solutions that are both technically sound and aesthetically pleasing. Students were required to use open educational resources (OER) in their web design process. This exposed them to free tools and content, reinforcing open knowledge sharing principles. The experience also encouraged students to make their own work openly available, fostering a culture of openness and community contribution. The course implemented two main approaches to activities. First, a project-based methodology formed the core, featuring both guided (step-by-step) and open-ended activities. In the latter, students were presented with problems to be solved using class resources, encouraging independent problem-solving. Second, contest-style activities were introduced after core modules, serving as knowledge reviews and reinforcements. These complementary activities consolidated learning and increased student motivation, creating a dynamic and participatory educational experience throughout the course. The combination of structured guidance and creative problem-solving opportunities allowed students to apply their web design knowledge practically while developing crucial skills in independent thinking and resource utilization. The students' projects not only met the course requirements and aligned with the intended learning outcomes, but also showcased a high level of engagement with open knowledge principles, web design concepts, and advanced technical skills. The best results were incorporated into the Climate Warriors initiative. This created a resource bank of student-created works available for others to use as educational materials. Moreover, student satisfaction was remarkably high, as evidenced by a teacher evaluation survey conducted at the end of the course.

Keywords: Open knowledge, education, sustainable development goals sustainability.