Abstract
Sustainability has gained significant importance in today's educational context due to growing environmental concerns. This highlights the need to address this concept in teacher education so that future educators are equipped to help students develop competencies in this area. This study explores the use of soundscapes in environmental education, focusing on exploratory listening in relation to natural and urban sounds within the context of sustainability. The study examined the ability of 151 pre-service teachers (62 in music education and 89 in general education) to identify, characterize, and respond emotionally to these sounds. The methodology included an ad hoc task based on Schafer's principles to identify sound elements, the PANAS questionnaire to assess emotional states before the listening activity, and a questionnaire to evaluate the emotions experienced during the task. The results indicate limited competence in characterizing sound elements, with music education students performing better than their general education peers. Furthermore, natural environments were associated with positive emotions, while urban environments elicited negative feelings, with no significant differences between the two groups. These findings underscore the importance of integrating soundscape awareness into university curricula to promote greater environmental consciousness and emotional well-being.