Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.8
3.9
Journals
Sustainability
Special Issues
Advances in Evaluation of Sustainable Educational Programs 2nd Edition
sustainability-logo
Submit to Special Issue Submit Abstract to Special Issue Review for Sustainability Propose a Special Issue

Journal Menu

► Journal Menu

Journal Browser

► Journal Browser
share announcement

Advances in Evaluation of Sustainable Educational Programs 2nd Edition

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

Deadline for manuscript submissions: 10 June 2024 | Viewed by 1583

Special Issue Editors

Dr. David Molero

E-Mail Website
Guest Editor
Department of Education, University of Jaén, 23071 Jaén, Spain
Interests: emotional intelligence; emotional education; education; natural environment; life satisfaction; assessment; higher education
Special Issues, Collections and Topics in MDPI journals
Dr. Inmaculada García-Martínez

E-Mail Website
Guest Editor
Department of Education, University of Almería, 04120 Almería, Spain
Interests: emotional intelligence; teacher education; special education; higher education; teacher professional indentity; teacher collaboration
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The educational proposals on which the educational programs for sustainable development must be based in order to change the world after the COVID-19 pandemic that had global implications should be based on the Sustainable Development Goals, from a worldwide proposal of both the most and least resourceful countries, following the United Nations proposal (UN, 2021) to preserve the planet. Among the 17 priority Objectives of Sustainable Development are the following: Good Health and Well-Being (3rd place), Quality Education (4th place), Gender Equality (5th place), Proper Work and Economic Growth (8th place), Reduced Inequalities (10th place), Sustainable Cities and Communities (11th place), Climate Action (13th place), Life on Land (15th place), Peace, Justice and Strong Institutions (16th place), and Partnerships for The Goals (15th place).

This monographic Special Issue of Sustainability (ISSN 2071-1050; Current Impact Factor JCR: 3.9) aims to provide an opportunity to present the recent social and educational advances and proposals related to the development of programs based on the principles of equity and sustainability, from an interdisciplinary approach, taking into account empirical or theoretical articles from educational, sociological or psychological approaches, in different study areas and research fields such as program development, educational evaluation, development of emotional intelligence, sustainable development, environmental education; educational psychology, psychological development, sociology, etc.

Dr. David Molero
Dr. Inmaculada García-Martínez
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

  • program evaluation
  • program development
  • educational assessment
  • emotional development
  • emotional intelligence
  • social and emotional learning
  • evaluation
  • sustainable development
  • environmental education
  • student evaluation
  • general educational development programs
  • educational psychology
  • psycho-social factors
  • teacher education
  • teacher collaboration
  • psycho-social development
  • student achievement
  • psychological evaluation
  • educational sociology
  • social studies

Published Papers (1 paper)

Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

13 pages, 299 KiB  
Article
Exploring Video Game Engagement, Social–Emotional Development, and Adolescent Well-Being for Sustainable Health and Quality Education
by María Ángeles García-Gil, Francisco-Ignacio Revuelta-Domínguez, María-Inmaculada Pedrera-Rodríguez and Jorge Guerra-Antequera
Sustainability 2024, 16(1), 99; https://doi.org/10.3390/su16010099 - 21 Dec 2023
Viewed by 1189
Abstract
This study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences [...] Read more.
This study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences Questionnaire (VGEQ) was administered to 1146 high school students in Extremadura, Spain, aged 12 to 18 (M = 14.51; SD = 1.57). The VGEQ assessed dependence, negative consequences, and emotional experiences. The results highlighted significant gender differences, with men showing greater dependence and negative consequences related to video games than women. Furthermore, differences were observed by age, with more notable effects in late adolescents. A valuation was found between emotions such as unhappiness, fear, and anger and dependence and negative consequences. This study highlights the complex relationship between video game use, dependence, negative consequences, and emotions in adolescents, with important implications for the well-being and education of young people. Recognizing gender and age disparities underscores the need for a nuanced approach to addressing the social–emotional effects of video games in line with the United Nations SDGs 3 and 4. Full article
(This article belongs to the Special Issue Advances in Evaluation of Sustainable Educational Programs 2nd Edition)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-1
Back to TopTop