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Sustainability
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E-learning and Smart Education for Sustainable Development in Education
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E-learning and Smart Education for Sustainable Development in Education

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

Deadline for manuscript submissions: closed (30 September 2023) | Viewed by 4974

Special Issue Editors

Prof. Dr. Jiyou Jia

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Guest Editor
Department of Educational Technology, Graduate School of Education, Peking University, Beijing 100871, China
Interests: educational technology; artificial intelligence in education
Dr. Kam Cheong Li

E-Mail Website
Guest Editor
School of Open Learning, Hong Kong Metropolitan University, Hong Kong, China
Interests: open education; educational technology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Zhenzhen Chen

E-Mail Website
Guest Editor
School of Humanities, Beijing University of Post and Telecommunication, Beijing , China
Interests: computer supported language education

Special Issue Information

Dear Colleagues,

Sustainability, equity, quality, and efficiency in education are not only linchpins of international policy but also a fundamental demand of society. The advent of innovative technologies such as generative artificial intelligence, smartphones, the metaverse, and the Internet of Things presents both a remarkable opportunity to bolster sustainable development in education as well as a tremendous challenge to education.

This Special Issue invites empirical studies from the area of educational technology and will address the following questions:

How do we design, implement, and apply current and potential technologies to support sustainable education? What is the application’s effect regarding the diverse education settings from kindergarten, primary and secondary school, and higher education to life-long learning, as well as the different subjects?

What is the impact of emerging technologies on the stakeholders in education including students, teachers, parents, administrators, and policymakers, and how do we adjust educational policy in response to this digital transformation?

What is the state of the art of research on the application of emerging technologies, e.g., artificial intelligence, from the viewpoint of a systematic literature review?

Submissions are not just limited to the above topics. Any other related papers are also welcome!

We look forward to receiving your contributions.

Prof. Dr. Jiyou Jia
Dr. Kam Cheong Li
Prof. Dr. Zhenzhen Chen
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

  • artificial intelligence
  • large language model
  • E-learning
  • smart education
  • personalized learning
  • education sustainability
  • education equity
  • education quality
  • education efficiency

Published Papers (3 papers)

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Research

20 pages, 701 KiB  
Article
Enhancement or Impediment? How University Teachers’ Use of Smart Classrooms Might Impact Interaction Quality
by Qiming Mao, Xueqin Fang, Libing Jiang and Liping Zhu
Sustainability 2023, 15(22), 15826; https://doi.org/10.3390/su152215826 - 10 Nov 2023
Viewed by 1280
Abstract
Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers [...] Read more.
Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers in Smart Classrooms, particularly the ways in which interactions are impacted, are rarely discussed in existing research. The present study examines the effects of various degrees of technology on the quality of interactions in university-based Smart Classrooms based on an analysis of 38 courses, which were recorded and analysed over a three-year period. Also, an instrument to analyse interaction quality in a university Smart Classroom (USCIQAS) was developed. The results showed that advanced technological applications increase the quality of classroom interactions, particularly those involving student–teacher (ST) interactions, although it has a lower effect on the social–emotional outcomes of student–student (SS) interactions. Based on these findings, in order to maximize the potential of Smart Classrooms to improve classroom interactions, both teachers and students should be encouraged and trained to use technology. Teachers may also need to improve their pedagogy and technology use in tandem to avoid the risk of lower social–emotional outcomes of SS interaction. Full article
(This article belongs to the Special Issue E-learning and Smart Education for Sustainable Development in Education)
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12 pages, 606 KiB  
Article
For Educational Inclusiveness: Design and Implementation of an Intelligent Tutoring System for Student-Athletes Based on Self-Determination Theory
by Angxuan Chen, Huaiya Liu, Kam-Cheong Li and Jiyou Jia
Sustainability 2023, 15(20), 14709; https://doi.org/10.3390/su152014709 - 10 Oct 2023
Cited by 1 | Viewed by 1076
Abstract
Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven [...] Read more.
Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes. Full article
(This article belongs to the Special Issue E-learning and Smart Education for Sustainable Development in Education)
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13 pages, 316 KiB  
Article
Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students
by Ensaf Nasser Al Mulhim and Yara Ahmed Mohebeldin Zaky
Sustainability 2023, 15(20), 14668; https://doi.org/10.3390/su152014668 - 10 Oct 2023
Cited by 2 | Viewed by 1772
Abstract
This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of [...] Read more.
This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes. Full article
(This article belongs to the Special Issue E-learning and Smart Education for Sustainable Development in Education)
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