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
Advanced Technologies in Digital and Sustainable Transformation of Teaching and...
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

Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning

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

Deadline for manuscript submissions: 30 September 2024 | Viewed by 5678

Special Issue Editor

Dr. Chih-Chao Chung

E-Mail Website
Guest Editor
General Education Center, National Tainan Junior College of Nursing, Tainan, Taiwan
Interests: sustainable development; educational technology; STEAM education; virtual reality; augmented reality; problem-based learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to invite you to contribute to our upcoming Special Issue titled "Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning". This issue aims to compile and examine novel research in the field of emerging technologies, such as meta-reality, augmented reality (AR), virtual reality (VR), artificial intelligence (AI), and STEAM pedagogies, and their role in enabling sustainable educational transformations.

As we navigate through the 21st century, we are experiencing a paradigm shift in teaching and learning methodologies, driven primarily by rapid advancements in digital technology. The increasing prominence of digital and sustainable transformations in the educational landscape is a critical research area that warrants an in-depth understanding of how new technologies can effectively facilitate education and learning.

This Special Issue aligns with our journal's focus on the interplay between education and technology, exploring innovative approaches and strategies that advance the quality and reach of education. It seeks to enrich the discourse surrounding the intersection of emerging technologies and sustainable education.

We are particularly interested in, but not limited to, manuscripts that delve into the following themes:

  • The role of AI in reshaping teaching and learning environments.
  • Exploration of AR and VR in immersive learning.
  • Application and impact of meta-reality in education.
  • STEAM pedagogies and their contribution towards sustainable education.
  • Digital transformation and its influence on curriculum design and delivery.
  • Sustainable strategies for implementing advanced technologies in classroom settings.
  • The role of ChatGPT in reshaping teaching and learning environments and addressing ethical and privacy challenges.
  • Entrepreneurship education as a catalyst for educational innovation, social innovation, and sustainable education.
  • Innovative approaches to promoting mathematical literacy in general education through effective mathematics teaching.
  • Integrating experiential learning to foster environmental sustainability education in natural science courses.

We are seeking original research articles, case studies, and review papers that contribute to these themes. By contributing to this Special Issue, authors will be aiding in the identification and understanding of how advanced technologies can drive sustainable transformations in teaching and learning.

We look forward to your valuable contributions to this timely discourse.

Dr. Chih-Chao Chung
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

  • digital transformation
  • sustainable education
  • artificial intelligence
  • augmented reality
  • virtual reality
  • meta-reality
  • STEAM pedagogies
  • curriculum design
  • technology integration
  • immersive learning

Published Papers (4 papers)

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

Research

17 pages, 1837 KiB  
Article
SustainableTransformation of Undergraduate Engineering Education in China through Sino-Australian Cooperation: A Case Study on Electro-Mechanical System
by Yufei Guo, John M. Long and Van Thanh Huynh
Sustainability 2024, 16(8), 3483; https://doi.org/10.3390/su16083483 - 22 Apr 2024
Viewed by 312
Abstract
China’s undergraduate engineering education is facing two significant challenges: passive learning and limited cross-cultural communication. In response, active learning methods such as project-based learning (PBL) and Sino-foreign cooperative education emerge as promising solutions. However, despite their potential, PBL’s application remains constrained, and many [...] Read more.
China’s undergraduate engineering education is facing two significant challenges: passive learning and limited cross-cultural communication. In response, active learning methods such as project-based learning (PBL) and Sino-foreign cooperative education emerge as promising solutions. However, despite their potential, PBL’s application remains constrained, and many Sino-foreign cooperative programs persist with traditional passive learning approaches. How to adeptly integrate the two, namely realizing active learning in Sino-foreign cooperative education, is the primary objective of this study. To this end, a sustainable strategy for cross-cultural transfer and the adaptation of active learning is proposed. Initially, a PBL-based active learning pedagogy is tailored for a course within a Sino-Australian cooperative undergraduate program. This approach integrates hands-on activities, teamwork, and the flipped classroom method. Moreover, to ensure implementation quality, an assessment method reliant on continuous student survey feedback is suggested. Subsequently, through the statistical analysis of students’ survey data as well as final grades, both quantitative and qualitative results affirm the efficacy of the proposed strategy. Full article
(This article belongs to the Special Issue Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning)
►▼ Show Figures

Figure 1

16 pages, 1319 KiB  
Article
Evaluating the Impact of Learning Management Systems in Geographical Education in Primary School: An Experimental Study on the Importance of Learning Analytics-Based Feedback
by Sergio Tirado-Olivares, Ramón Cózar-Gutiérrez, José Antonio González-Calero and Nuno Dorotea
Sustainability 2024, 16(7), 2616; https://doi.org/10.3390/su16072616 - 22 Mar 2024
Viewed by 689
Abstract
Traditionally, educational processes were focused on learning theoretical geography content, often supplemented with hands-on activities. However, advances in technology have enabled the integration of Learning Management Systems (LMSs) such as Moodle, which enable students to learn at their own pace, receive instant and [...] Read more.
Traditionally, educational processes were focused on learning theoretical geography content, often supplemented with hands-on activities. However, advances in technology have enabled the integration of Learning Management Systems (LMSs) such as Moodle, which enable students to learn at their own pace, receive instant and individualized feedback about their daily academic performance, and gather more daily information individually based on techniques such as Learning Analytics (LAs). Despite these benefits, there is a lack of evidence supporting this educational approach in primary education. This experimental study, involving 80 fifth-grade students, aims to address this gap while investigating the territorial and socio-economic organization of their environment and comparing two types of feedback provided: simply the correct answer (control group), and more extensive (experimental group). The findings suggest that the implementation of Moodle tasks facilitates learning, irrespective of the type of feedback provided. However, students rated activities higher in terms of usefulness and satisfaction with the teaching–learning process when extensive feedback was provided. Additionally, the daily data collected proved useful for teachers in predicting students’ final outcomes. These results highlight the potential benefits of carrying out activities in Moodle, despite their short duration, particularly at this academic level and within this knowledge domain. Full article
(This article belongs to the Special Issue Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning)
►▼ Show Figures

Figure 1

20 pages, 1794 KiB  
Article
A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example
by Fan Zhang, Hongxia Yang and Shengbin Li
Sustainability 2024, 16(4), 1389; https://doi.org/10.3390/su16041389 - 06 Feb 2024
Viewed by 517
Abstract
In order to meet the growing demand for engineering professionals who can incorporate sustainable solutions into their work, sustainability courses have been launched in online problem-based learning (PBL) environments through various real-life projects. Nonetheless, the conventional one-off grading approach may fail to capture [...] Read more.
In order to meet the growing demand for engineering professionals who can incorporate sustainable solutions into their work, sustainability courses have been launched in online problem-based learning (PBL) environments through various real-life projects. Nonetheless, the conventional one-off grading approach may fail to capture the intricate variations in students’ performance across different projects. To address this problem, a multi-project evaluation framework utilizing the probability exceedance method (PEM) is proposed, which can fuse linguistic evaluation data presented in probability distributions without the need to obtain weights of criteria. In the case study, a comprehensive evaluation of the performance of students majoring in engineering management is conducted within a study group over an online PBL course on sustainable decision analysis. The sensitivity analysis demonstrates that consistent scores can be achieved after assigning different values of fuzzy measures to each criterion. This study enables teachers to holistically evaluate students without being bound by rigid numerical standards or strict weighting schemes, thus allowing them to focus on other educational tasks while ensuring effective and reliable results. Moreover, it contributes to educational innovation by introducing a modern and comprehensive approach for engineering student assessment in online PBL, aligning with the evolving needs of educational sustainability in higher education. Full article
(This article belongs to the Special Issue Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning)
►▼ Show Figures

Figure 1

18 pages, 866 KiB  
Article
Does ChatGPT Play a Double-Edged Sword Role in the Field of Higher Education? An In-Depth Exploration of the Factors Affecting Student Performance
by Jiangjie Chen, Ziqing Zhuo and Jiacheng Lin
Sustainability 2023, 15(24), 16928; https://doi.org/10.3390/su152416928 - 18 Dec 2023
Cited by 2 | Viewed by 3459
Abstract
The application of generative artificial intelligence in the field of education has been receiving increasing attention, with the performance of chatbot ChatGPT being particularly prominent. This study aims to explore in depth the performance impact on higher education students utilizing ChatGPT. To this [...] Read more.
The application of generative artificial intelligence in the field of education has been receiving increasing attention, with the performance of chatbot ChatGPT being particularly prominent. This study aims to explore in depth the performance impact on higher education students utilizing ChatGPT. To this end, we conducted a survey on 448 university students and employed the partial-least squares (PLS) method of structural equation modeling for data analysis. The results indicate that all eight hypothetical paths posited in this study were supported, and surprisingly, the hypothesis that technology characteristics have a direct effect on performance impact was supported. Moreover, the study found that overall quality is a crucial factor determining performance impact. Overall quality indirectly affects performance impact through task-technology fit, technology characteristics, and compatibility, among which the mediating effect of compatibility is most significant, followed by technology characteristics. This study offers practical recommendations for students on the proper use of ChatGPT during the learning process and assists developers in enhancing the services of the ChatGPT system. Full article
(This article belongs to the Special Issue Advanced Technologies in Digital and Sustainable Transformation of Teaching and Learning)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop