This paper examines the social and academic effects of dialogic pedagogical gatherings (DPG) on sustainable development training for Education degree students at university. The quantitative study employs a descriptive, correlational, and inferential research methodology, utilizing a questionnaire with 325 respondents to assess the impact of DPG. Students assign high scores to the methodology's influence on their formative process, with a notable emphasis on the academic environment by comparison with social impact. Gender analysis reveals that women attribute more favorable scores, particularly in 'Student-context interaction' and 'Participation'. Strong correlations exist between themes assessing social and academic impacts of DPG, highlighting certain themes' predictive capacity. These findings underscore the significance of DPG as successful and pertinent actions for sustainable curricula, particularly in Education degrees.