In higher education it is important to consider learning styles of students to facilitate
the teaching–learning process. The aims guiding the research were to describe the learning styles
predominating among students in the field of the social sciences, to analyse the results with respect
to gender, year of study, degree course and institution, and to perform correlation analysis between
these variables. The data analyses were carried out with non-parametric statistics with a confidence
level of 95%. The sample was composed of 636 students at the Universities of Huelva (UHU),
Cádiz (UCA), and Pablo de Olavide of Seville (UPO), who completed the Honey–Alonso Learning
Styles Questionnaire and reported sociodemographic and educational data. The results showed a
significant preference for the Reflector style. Significant correlations were found in most variables
highlighting that the courses showed an inverse correlation with the learning styles, the Activist,
Theorist, and Pragmatist styles being less preferred as they progressed in the career. It is worth
noting the significant direct correlation between Reflector, Theorist, and Pragmatist styles, but the
Activist style inversely correlates with all three. As a complementary contribution, a proposal for
intervention in classrooms with a sustainable perspective is offered. It is important to attend to the
evolution in the preference of the learning styles that students acquire as they advance in higher
education courses in order to facilitate a more optimal and sustainable teaching–learning process.