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New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 4 September 2024 | Viewed by 6221

Special Issue Editors

Prof. Dr. Eufrasio Pérez Navío

E-Mail Website
Guest Editor
Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
Interests: teaching skills; learners; teacher training, information and communication technologies
Prof. Dr. Óscar Gavín-Chocano

E-Mail Website
Guest Editor
Department of Education, University of Jaén, Jaén 23071, Spain
Interests: emotional intelligence; emotional education; education; life satisfaction; quality of life; optimism; disability
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Sustainability Special Issue (ISSN 2071-1050; Current Impact Factor JCR: 3.889, Cite-Score Scopus 5.0) entitled "New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century", is intended to provide an opportunity to present related advances with teacher development and training, focusing on empirical research, based on sustainability principles from an interdisciplinary perspective, as we face a series of global challenges that require a holistic approach and coordinated action to achieve a more sustainable future for In this sense, the transformation of education is essential to prepare teachers for the 21st century from a comprehensive approach, which addresses both active methodologies and the attitudes and values ​​necessary to promote a more just and sustainable world.

Empirical or theoretical articles based on: The role of education in promoting sustainability will be accepted; the key competencies that teachers; the pedagogy of sustainability; active methodologies; integrate teaching innovation and new technologies. Each of these topics is important to comprehensively address the challenges facing the world today and to prepare teachers for a more sustainable future.

The studies and papers published in this monograph will complement the existing scientific evidence around the descriptors presented. Thus, this Special Issue will contribute and enrich this field of research, with contributions from disciplines such as education, social sciences, environmental sciences and ICT.

Prof. Dr. Eufrasio Pérez Navío
Prof. Dr. Óscar Gavín-Chocano
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational assessment
  • emotional development
  • mental health
  • program development
  • psychological evaluation
  • quality of life
  • social studies
  • disabillity
  • diversity
  • sustainable education

Published Papers (5 papers)

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Research

16 pages, 449 KiB  
Article
Enhancing Sustainability Teaching Competence in Preschool Teacher Education Using Living Labs
by Chrysanthi Kadji-Beltrán
Sustainability 2024, 16(7), 2781; https://doi.org/10.3390/su16072781 - 27 Mar 2024
Viewed by 1401
Abstract
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, [...] Read more.
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on the living-lab methodology, helped preservice preschool teachers attending a course on sustainability issues develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver, to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they benefited from this project. They further analyzed, through a group interview, how the living-lab methodology raised their professional confidence and self-efficacy and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration. Full article
(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)
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17 pages, 1929 KiB  
Article
Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital
by Hua-Chen Lo, Tzu-Hua Wang and Ru-Si Chen
Sustainability 2024, 16(6), 2253; https://doi.org/10.3390/su16062253 - 07 Mar 2024
Viewed by 708
Abstract
This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers [...] Read more.
This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy. Full article
(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)
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14 pages, 259 KiB  
Article
The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers
by Amaia Quintana-Ordorika, Urtza Garay-Ruiz, Edorta Camino-Esturo and Javier Portillo-Berasaluce
Sustainability 2024, 16(3), 1222; https://doi.org/10.3390/su16031222 - 31 Jan 2024
Viewed by 625
Abstract
The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University [...] Read more.
The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices. Full article
(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)
21 pages, 2036 KiB  
Article
Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance
by Elisabete Linhares and Pedro Reis
Sustainability 2023, 15(21), 15411; https://doi.org/10.3390/su152115411 - 30 Oct 2023
Cited by 1 | Viewed by 982
Abstract
The 21st century can be defined as the era of “global environmental crisis”. The education for environmental citizenship pedagogical approach is a strategy with potentialities for meeting the challenge of a sustainable future. This case study sought to evaluate the effect of an [...] Read more.
The 21st century can be defined as the era of “global environmental crisis”. The education for environmental citizenship pedagogical approach is a strategy with potentialities for meeting the challenge of a sustainable future. This case study sought to evaluate the effect of an ecology course, organized according to the education for environmental citizenship pedagogical approach and supported by Web 2.0 tools, on a group of Portuguese female pre-service teachers (n = 21). No previous studies resorted to this approach to organize courses for initial teacher training or used Web 2.0 to support its implementation. Thorough semi-structured interviews and the analysis of the resources produced, it was found that the pre-service teachers considered the approach to be structured, interesting and motivating, with positive impacts on the development of several attributes of an environmental citizen. The experience with the pedagogical approach fostered the didactic knowledge of the pre-service teachers, regarding how to implement activities of this nature. The Web 2.0 tools used to support the implementation of the pedagogical approach—Facebook and MindMeister—were positively appreciated by the participants. However, some identified difficulties suggest the necessity of using other platforms more frequented by youngsters. The distance-learning context imposed by the COVID-19 pandemic did not function as a big barrier to the pedagogical approach’s implementation. Suggestions for future research are presented, built on the limitations of this study. Full article
(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)
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12 pages, 981 KiB  
Article
Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy
by Xiaoxue Li, Siyu Duan and Honggang Liu
Sustainability 2023, 15(13), 10205; https://doi.org/10.3390/su151310205 - 27 Jun 2023
Cited by 5 | Viewed by 1699
Abstract
Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and [...] Read more.
Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and instrumental support) on educational outcomes. The mediating role of academic buoyancy was also investigated. A total of 402 Chinese senior high school students who learn English as a foreign language were invited to complete the questionnaires to evaluate their academic buoyancy and three types of perceived EFL teacher support. The results of structural equation modelling indicate that none of these three dimensions of students’ perceived EFL teacher support could directly predict academic achievement. Students’ perceived EFL teacher support could only indirectly affect educational outcomes via the complete mediation of academic buoyancy. This study provides teachers with tips on fostering students’ personality traits and aiding their academic progress. Full article
(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)
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