Following the implementation of the Bologna Plan at universities, the way students are evaluated changed, with final exams no longer counting for 100% of the grade. At the Defence University Centre in the Spanish Naval Academy, the final exam accounts for 40% of the grade for each subject. The remaining 60% is divided between partial exams, laboratory reports and 'complementary activities'. These activities can vary from subject to subject and from one year to the next.

After participating in the course: "Rethinking Education to Reset the System by Introducing Sustainability and Development Education in University Teaching in Line with the 2030 Agenda", in Physics I, we attempted to use the complementary activity to evaluate transversal skills and incorporate elements related to the 2030 Agenda for Sustainable Development, adopted by the United Nations in 2015. This agenda aims to transform the world into a place that is more sustainable and equitable for everyone and the planet. The activity involved creating a parody of a scene from the TV series The Big Bang Theory in which physics concepts are applied, or creating a different scene with the same philosophy. Submitted files had to be videos.

Close to 80 students in the first year of the Mechanical Engineering degree at the Defence University Centre in the Spanish Naval Academy were enrolled on this course. They are required to attend classes unless they have already passed the module. The activity consisted of two parts. The first part involved teamwork in groups of two or three, and the second part was an individual task. The second part was designed to personalise the grades and prevent those who were less involved from benefiting fully from the work of the rest of the group. The first part was a video, while the second part was a report in which each student had to explain their role in the group work and the physics concepts used in the video script. To attain part of the score for the video (one point out of ten), it had to include a social element related to equality or environmental protection. This, in addition to addressing some of the main objectives of the 2030 Agenda, made producing the script more challenging, as it was intended to encourage them to think more about how to integrate elements of the subject into this theme and therefore develop a clearer understanding of the physics concepts they intended to work with.

After the activity was finished and the grades had been communicated, we asked the students for their opinions, which were very different and even opposite. Among other things, we concluded that if we were to do something similar in the next course, we would need to explain or justify the transversal elements more clearly.

Keywords: Education, active learning, 2030 agenda.