Educational Psychological Perspectives on Sustainable Education

Dear colleagues,

This Special Issue, “Educational Psychological Perspectives on Sustainable Education”, refers to the analysis and understanding, through a psycho-pedagogical lens, of the principles, practices, and challenges related to the incorporation of sustainability concepts in the educational context. This approach aims to explore how psychological, pedagogical, and social factors influence and are influenced by the promotion of sustainability in educational practices.

(1) This Special Issue, “Educational Psychological Perspectives on Sustainable Education”, represents an innovative and essential approach to understanding the successful integration of sustainability principles in the educational environment. Through a psycho-pedagogical lens, this analysis aims to explore the intersection of psychological, pedagogical, and social factors, providing valuable insights on how to promote sustainability in educational practices effectively.

At the heart of this investigation lies an understanding of how individual and collective psychological processes play a crucial role in the acceptance and internalization of sustainability concepts. Furthermore, the reciprocal influence between these factors and pedagogical practices highlights the intrinsic complexity of the successful implementation of sustainable education. The psychological approach allows for the analysis of attitudes, motivations, and perceived barriers that can shape the behavior of educators, students, and other actors involved in the educational process.

By emphasizing the importance of educational psychological perspectives on sustainable education, we acknowledge the pressing need for a deeper and more holistic understanding of the challenges in promoting sustainability in the educational context. This line of research not only contributes to the development of more effective educational practices but also provides a solid theoretical foundation for the creation of innovative and socially responsible educational strategies, essential for shaping future generations towards a more sustainable world.

(2) This Special Issue, “Educational Psychological Perspectives on Sustainable Education”, resonates with the broad goals of the Sustainability journal. Encompassing technical, environmental, cultural, and social aspects of human sustainability, this journal provides an advanced space for interdisciplinary studies. Researchers are encouraged to publish comprehensive research details, aligning with this journal's commitment to scientific understanding and the promotion of global sustainability, as outlined in the United Nations' 2030 Agenda for Sustainable Development. This journal's transdisciplinary approach solidifies its support for open access and open science.

(3) In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

1. Development of environmental awareness: Explore how educational practices can foster students' awareness of environmental issues and the importance of sustainability.
2. Education for sustainable citizenship: Investigate how education can contribute to developing citizens committed to sustainability and promoting responsible values and behaviors.
3. Sustainable pedagogical approaches: Analyze the teaching and learning methods that integrate sustainability concepts, encouraging a mindset and sustainable practices.
4. Socioemotional well-being and sustainability: Examine the relationship between students' socioemotional well-being and the development of sustainable awareness, considering their emotional and social aspects.
5. Resilience and behavioral change: Investigate how education can contribute to resilience in the face of environmental challenges, promoting behavioral change towards more sustainable lifestyles.
6. Assessment of sustainable educational programs: Evaluate the effectiveness of specific educational programs aimed at promoting sustainability, considering academic outcomes, student attitudes, and community impact.
7. Sustainability through artificial intelligence (AI): Recognize that the concept of AI enriches psychological perspectives on sustainable education, personalizing teaching based on psychological characteristics and providing comprehensive analyses to assess the effectiveness of sustainable practices. These are just a few examples, and the intersection of psychology and pedagogy in the sustainability perspective can cover a variety of topics that are relevant to shaping individuals' consciousness and commitment to environmental preservation and social justice.

I look forward to receiving your contributions.

Dr. Abílio Afonso Lourenço
Guest Editor

Manuscript Submission Information

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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.

• development of environmental awareness
• education for sustainable citizenship
• sustainable pedagogical approaches
• socioemotional well-being and sustainability
• resilience and behavioral change
• assessment of sustainable educational programs
• sustainability through artificial intelligence