To the extent that the Almejar project proposes a set of pedagogical activities aimed at improving the learning and education of higher education students as future agents of change, the project itself responds to SDG 4- quality education.

To the extent that the Almejar project is designed to contribute to the understanding of socio-environmental problems, it contributes to the environmental SDGs: 13- climate action; 14- protect life below water; 15-protect life on land.

Insofar as the Almejar project contributes to developing capacities to solve social problems through the representation of interests of different social groups and proposals for harmonious solutions of conflicts through the collaboration of all parties involved, it contributes to the SDGs that symbolize the desirable institutional transition: 16- peace, justice and strong institutions; 17- partnerships for the goals.

As the different virtual scenarios of the Almejar game touch upon issues such as working conditions, energy production, industry or infrastructure construction, it contributes to SDG 7- affordable and clean energy; 8- decent work and economic growth; 9- industry, innovation and infrastructure.

Insofar as the fundamental right to environment is closely related to the other fundamental human rights and social rights, the Almejar game is related to SDG 3- good health and wellbeing, as environmental degradation can affect human health; 6- clean water and sanitation, as soil and water pollution undermine the right of access to water; 2- eradicate hunger, as environmental degradation endangers access to food.

To the extent that through the distribution of roles representing the individuals and groups most affected by environmental problems, the game aims to give voice to the most fragile, the Almejar project contributes to SDG 1- no poverty, as the poorest suffer most strongly the impacts of human activities that degrade the environmental environment; 5- gender equality, as in certain conditions women and girls are more strongly affected by environmental degradation than men or boys; 10- reduced inequalities, because disadvantaged countries, regions and communities (economically, infrastructurally, culturally or informationally) are more vulnerable and less resilient to environmental degradation and are often even more exposed to environmental hazards than more developed countries, regions or communities.

As the objective of conciliatory debates around each environmental conflict is to propose concrete solutions that harmonize the interests of developing production and consumption activities on the one hand and the interests of protecting the quality of the environment on the other, the Almejar project contributes to SDG 11- sustainable cities and communities and SDG 12- sustainable consumption and production.