Today's society faces great global challenges, but none more pressing than eradicating the inequalities that are present everywhere on the planet. The effort being made by the international community with the implementation of the Sustainable Development Goals (SDGs) is notorious. Education, in this global context, becomes one of the essential instruments that will allow a solution to these new challenges. The University, from its three main functions, teaching, research and innovation, must play a key role in leading social change in this regard. SDG 4, under the rubric of "quality education", poses a tremendously ambitious challenge: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This lofty aspirational goal focuses its efforts on minimum targets to alleviate the enormous global inequalities in education. From this perspective, it ties in with other sustainable development goals such as ending poverty (SDG 1) or gender equality (SDG 5). Formal education is essential to change people's attitudes and to train them in a critical awareness that enables them to assess the problems, address them and use the necessary tools to reverse them. In this research, the work carried out by the Department of Social Practices of the Francisco de Vitoria University, promoting inclusive, sustainable and egalitarian education through the active participation of students in their own learning, is presented and analysed. The results obtained show that comprehensive training and the implementation of activities in vulnerable social contexts improve students' commitment to society, while they are trained in plurality, diversity and multiculturalism.
