Transformative Pedagogies for Sustainability Competence Development
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: 31 October 2024 | Viewed by 317
Special Issue Editors
Interests: academic staff professional and transformative learning; curriculum management; readiness for change; problem-based learning; student agency and well-being; Q methodology
Interests: engineering education research; education for sustainable development; student learning and sustainability competence development; problem-based learning; challenge-based learning; academic staff development
Special Issue Information
Dear Colleagues,
Over the past few decades, tremendous efforts have been made for the development of education for sustainability (ESD) across all educational levels. The overall goal is to equip students with knowledge and competences to actively participate in building a sustainable future for all through pedagogies that are transformative and promote a “whole person” educational approach, involving the “brain” (to know), “hands” (know how), “heart”, and “spirit” (know what and how to be).
Despite the efforts in recent years, including the European Framework GreenComp, to guide researchers, practitioners, and institutions toward the development of sustainability competence for a more sustainable education, it remains challenging to integrate it into the formal curricula at all educational institutions. Therefore, the outcome of such initiatives, their implementation, and their impact on sustainability competence development need to be further explored.
The field is open for new ideas and research-supported practices. This raises new demands for exploring dynamic approaches to achieve this goal via research-based approaches and the employment of multiple research methodologies.
Therefore, this Special Issue calls for theoretical and empirical works that examine issues associated with the development of educational activities contributing to sustainability competence development.
Prof. Dr. Xiangyun Du
Dr. Aida Guerra
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
- sustainability competence
- GreenComp
- education for sustainability (ESD)
- pedagogy development
- assessment
- professional learning
- active learning
- curriculum change
- educational policy
- transformative learning
- holistic education
- problem-oriented pedagogies (e.g., PBL, CBL)
- sustainability mindset
