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Sustainable Education for All: Latest Enhancements and Prospects

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

Deadline for manuscript submissions: 31 July 2024 | Viewed by 4146

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Special Issue Editor

Prof. Dr. Dian-Fu Chang

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Guest Editor

Department of Education and Futures Design, Tamkang University, New Taipei City 251301, Taiwan
Interests: higher education; global mobility; student engagement; innovative quantitative methods; sustainable development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The United Nations has claimed that education is one of the most powerful and proven vehicles for sustainable development. In various countries, innovative education has been considered as a crucial driver towards sustainable development. If sustainability is committed to balancing the needs of current and future generations, sustainable education may need to balance current and future-oriented implementation. Meanwhile, global education systems must diversify to deal with these issues. We have noticed that there exist some large limitations to current educational practices. Therefore, this Special Issue aims to address the topic of sustainable education in relation to innovative arrangements and their future visions. In particular, papers related to novel strategies, leadership, policy, and transformation in education settings are welcome, in addition to those addressing quality education, gender parity, educational management and learning in sustainable education. We anticipate the submission of original review, empirical and policy research articles from different levels of education, disciplines, cultures, and perspectives. Research topics may include, but are not limited to, the following:

Designing and innovating pedagogy for sustainable development;
Detecting the trends in sustainable education for all;
Effective education for civic engagement;
Global citizenship and sustainability;
Higher/tertiary education for sustainable development;
Inclusive education for sustainable society;
Preparing entrepreneurs for creating a sustainable future;
STEM and environmental sustainability;
Sustainability in STEAM disciplines.

We look forward to receiving your contributions.

Prof. Dr. Dian-Fu Chang
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

active learning
assessment
education leadership
education policy
gender parity
inclusive education
innovative education
quality education
sustainable development
sustainability

Published Papers (4 papers)

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Research

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21 pages, 6802 KiB

Open AccessArticle

Analysis of Domain Intersection and Knowledge Evolution—The Development of the Fields of Social Innovation and Design Education

by Jui-Che Tu, Xu Zhang and Xipeng Liao

Sustainability 2024, 16(6), 2549; https://doi.org/10.3390/su16062549 - 20 Mar 2024

Viewed by 535

Abstract

This paper synthesizes the literature from the fields of design education and social innovation to obtain a complete understanding of the development of these fields’ knowledge, and it also compares and cross-analyzes the two fields to determine the entry point for combining the knowledge in both fields. Two types of bibliometric software were used to capture and classify the data, and descriptive statistical analysis, co-occurrence analysis of keywords, knowledge evolution analysis of studies cited in both fields, and burst analysis were conducted. The results reveal that integrating technology into the field of design education in combination with shifting the focus from enhancing students’ professional competence to enhancing their overall competence can contribute to the improvement of design education quality. This is in the context of empathy research becoming a trend. Furthermore, the field of social innovation defines “social innovation” as a mutual agreement between practice and theory to promote solutions to society’s problems. The research in this field covers all aspects of social life and has a complex disciplinary background. The field of social innovation is currently mostly concerned with the relationship between universities and social innovation practices. The burst analysis reveals that open innovation is becoming a common focus of both fields and is developing into a popular research topic. Full article

(This article belongs to the Special Issue Sustainable Education for All: Latest Enhancements and Prospects)

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21 pages, 1421 KiB

Open AccessArticle

Analysis of the Influence of Fund Allocation and Sustainable Academic Efficiency Based on a Transformation of Public Goods in Higher Education

by Dian-Fu Chang and Angel Chang

Sustainability 2024, 16(5), 2000; https://doi.org/10.3390/su16052000 - 28 Feb 2024

Viewed by 633

Abstract

The allocation of funding for higher education typically focuses on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund allocations for sustainable development through public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting funding for teaching, research, and public goods transformation. Taking Taiwan’s Higher Education Sprout Project (HESP) as an example, we explored the effect of policy initiatives on public goods transformation towards sustainable development. The data were collected from the Ministry of Education and Scopus databases. First, a regression analysis was conducted to determine which factors influence the effect of funding allocations in academic institutes. Second, we used a logistic regression to detect the effects of the system and the sector. Third, we used partial least square structural equation modeling (PLS-SEM) to explore the causal effects among the selected impact variables on expected outcomes. Finally, we used the bootstrap method to demonstrate the model’s robustness. Our study found that only diversity was shown in private technology groups receiving less HESP funding, while it did not widen the differences in the sector and system in the transformation process. Our findings suggest that funding allocations will not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming public goods through special funding can play a critical role in leading sustainable development in higher education. Full article

(This article belongs to the Special Issue Sustainable Education for All: Latest Enhancements and Prospects)

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16 pages, 897 KiB

Open AccessArticle

Co-Creation in Contextual Competences for Sustainability: Teaching for Sustainability, Student Interaction and Extracurricular Engagement

by Shuyu Qi, Mi Zhou, Qiutong Ma and Jing Pan

Sustainability 2023, 15(21), 15437; https://doi.org/10.3390/su152115437 - 30 Oct 2023

Viewed by 878

Abstract

Due to the need to achieve the sustainable development of society, the importance of sustainable development competences has reached unprecedented heights. This paper constructed an SEM model and considered the factors of contextual competence for sustainability from teaching, student interaction and extracurricular engagement, by conducting a questionnaire survey among 786 Chinese engineering undergraduates. The results indicated a significant and direct positive influence of teaching on contextual competences for sustainability. In addition, there is an indirect effect on contextual competence for sustainable development through student interaction and extracurricular engagement. An examination of the interlocking mediating effects of student inter-action and extracurricular engagement revealed that student interaction contributes to the development of students’ contextual competence for sustainable development through its positive influence on extracurricular engagement. This paper provides a reference for the cultivation of contextual competences for sustainability from both theoretical and practical perspectives. Full article

(This article belongs to the Special Issue Sustainable Education for All: Latest Enhancements and Prospects)

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Review

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26 pages, 8026 KiB

Open AccessReview

Integrating Aesthetic Education in Quality Education: A Bibliometric Analysis of Sustainable Development Perspectives

by Yiying Tao and Yuheng Tao

Sustainability 2024, 16(2), 855; https://doi.org/10.3390/su16020855 - 19 Jan 2024

Cited by 1 | Viewed by 1126

Abstract

In the era of pronounced educational reforms and a strong focus on sustainable development, the role of aesthetic education in augmenting educational quality has become pivotal. This study utilizes the CiteSpace knowledge mapping tool for an in-depth literature review and analysis on integrating aesthetic and quality education within the sustainable development ambit. Through bibliometric analysis of 824 articles from the Web of Science database covering 2015–2023, the evolving research trends, core themes, and future directions in this arena are investigated. This study uncovers a paradigm shift from traditional pedagogical approaches and art appreciation to broader areas like technology integration, educational innovation, and themes of social justice and empathy. The increasing prominence of digital arts and design thinking in educational methodologies underscores a commitment to fostering student creativity and addressing personalized learning needs. This research predominantly focuses on the intrinsic value of aesthetic education in enhancing quality education, emphasizing its comprehensive integration across educational, aesthetic, societal, and emotional dimensions. This paper highlights four principal research themes: the transformation of arts education, the interplay between educational policy and social responsibility, the nuances of educational assessment and student development, and the impact of technological advancements in educational practices. Additionally, it outlines five prospective research areas: the fusion of aesthetic education with cutting-edge technology; the cross-cultural implications in a globalized context; promoting inclusive aesthetic education; the potential of aesthetic education in nurturing social responsibility; and developing robust assessment metrics for the integration of aesthetic and quality education. These directions are aimed at enriching the theoretical and practical discourse, shaping the future trajectory of aesthetic education’s role in quality education. Full article

(This article belongs to the Special Issue Sustainable Education for All: Latest Enhancements and Prospects)

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