The implementation of the Sustainable Development Goals (SDGs) requires innovative methodologies capable of helping citizens understand their importance. Virtual Reality (VR) is a strategic tool in the field of education for the development of key skills, thanks to its ability to simulate real experiences. This research presents the preliminary study and the development of a VR training environment aimed at the cross-curricular teaching of the 17 SDGs, with a special focus on global challenges and decision-making in a variety of scenarios.

In order to address the 2030 Agenda and its different areas of focus, including poverty, health, education, gender equality, energy, innovation, responsible consumption and climate action, among others, a system based on eight thematic modules has been developed. Throughout the experience, users are confronted with different realistic situations in which problems are analysed, as well as the consequences of each decision they make. For example, in the module dedicated to SDG 7, the design of a micro-energy network based on renewable sources for a rural community is proposed, taking into account limited resources and environmental, economic and social sustainability criteria. In the module linked to SDG 9, the user takes on the role of an engineer responsible for modernising industrial infrastructure by applying principles of technological innovation, efficiency and resilience.

The proposal combines different methodologies such as active and problem-based learning: 3D models, interactive simulations, dynamic visualisations, audio narratives and textual content. Unlike traditional training, the system does not only collect final assessments, but also compiles relevant data about user behaviour: decisions made, exploration trajectories, time spent, key interactions and levels of depth achieved. This approach allows for an overview and evaluation of the learning process, providing a variety of analytics on the development of skills and understanding of the SDGs.

The VR environment facilitates accessibility to different educational profiles and geographical contexts. The results of the tool will be presented after its implementation in 956 primary and secondary schools nationwide, representing 2,154 school groups, 39,090 students and 839 teachers.

In conclusion, the factors that are enabling its implementation, future risks or resistance to its advancement in the classroom, and strategies that lead to the possibility of advancing to other scenarios such as universities or various institutions will be presented.

Keywords: Sustainable Development Goals (SDGs), Competencies, Virtual Reality, Immersive Learning, Interactive Simulation, Educational Innovation, Decision Making.