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Sustainability
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Sustainability in Higher Education: Curriculum Design and Materials Development
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Sustainability in Higher Education: Curriculum Design and Materials Development

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

Deadline for manuscript submissions: 2 October 2024 | Viewed by 2843

Special Issue Editor

Prof. Dr. Ajda Fošner

E-Mail Website
Guest Editor
Faculty of Management, University of Primorska, 6000 Koper, Slovenia
Interests: sustainability in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue, focusing on sustainability in higher education, aims to illuminate the significance of integrating sustainability principles into higher education curricula and the development of relevant teaching materials.

Sustainability has emerged as a critical research area, addressing the urgent need for sustainable development and environmental stewardship. Higher education institutions play a vital role in equipping students with the knowledge, skills, and values necessary to address complex sustainability challenges. Therefore, this Special Issue aims to explore innovative approaches, best practices, and theoretical frameworks related to curriculum design and materials development in the context of sustainability in higher education.

Aligned with the scope of the journal, we encourage submissions that delve into various themes, including, but not limited to, the following:

  • Curriculum integration of sustainability principles across disciplines;
  • Assessment strategies for sustainability learning outcomes;
  • Innovative pedagogical approaches and experiential learning activities;
  • Development of teaching materials and resources for sustainability education;
  • Evaluation and impact assessment of sustainability-focused courses and programs;
  • Cross-disciplinary collaboration and partnerships for sustainability education;
  • Institutional strategies and policies supporting sustainability in higher education;
  • Student engagement and empowerment in sustainability initiatives;
  • Case studies highlighting successful implementation of sustainability-focused curricula;
  • Challenges and opportunities in integrating sustainability into higher education settings.

We welcome original research articles and reviews that contribute to the advancement of knowledge in this important research area. We believe that this Special Issue will provide valuable insights and practical guidance for educators, researchers, and policymakers striving to promote sustainability within higher education.

We look forward to receiving your submissions and exploring the diverse perspectives and innovative practices applied in the design of a sustainability curriculum and the development of relevant materials.

Prof. Dr. Ajda Fošner
Guest Editor

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

  • sustainability
  • higher education
  • curriculum design
  • materials development
  • cross-disciplinary collaboration
  • impact assessment
  • student engagement

Published Papers (2 papers)

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Research

16 pages, 2124 KiB  
Article
Exploring an Interdisciplinary Curriculum in Product and Media Design Education: Knowledge Innovation and Competency Development
by Yi-Fang Kao, Hung-Cheng Chen and Jung-Hua Lo
Sustainability 2023, 15(23), 16369; https://doi.org/10.3390/su152316369 - 28 Nov 2023
Viewed by 1025
Abstract
This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided [...] Read more.
This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students’ professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact-, peer-, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, “Funny Monkey”, is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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14 pages, 1256 KiB  
Article
Construction of Course Content Integrating Ideas of Engineering Education Accreditation for Higher Education in China: An Example of Geochemistry Course
by Qiao Chen, Huiyong Yin and Jianguo Feng
Sustainability 2023, 15(17), 12709; https://doi.org/10.3390/su151712709 - 22 Aug 2023
Viewed by 852
Abstract
Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, [...] Read more.
Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, it is necessary to create new course content with the guidance of engineering education accreditation. The inherent requirements for instructional objectives, course content and teaching models of engineering education accreditation have been analyzed. Additionally, the elements of engineering education accreditation are often welded onto essential knowledge. In this study, mind mapping, which establishes logic through divergent thinking, was proposed to help construct course content integrating ideas of engineering education accreditation. The detailed process and constructed course content were shown, taking a Geochemistry course as an example. The constructed course content has logic and integrity, and also motivates students’ imagination and creativity and improves teaching effectiveness. Meanwhile, some effects observed during the implementation were summarized, including the limited class hours, lack of familiarity with the extracurricular knowledge points, a higher level of independent thinking in students and a higher number of requests made to teachers. Corresponding reformation strategies were proposed, such as exploring the teaching model of “student-oriented, teacher-assistance”, developing case-based and heuristic teaching models and strengthening the building of dual-talented teachers and teaching groups. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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