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Sustainable Education: Innovations and Developments of Educational Technology
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Sustainable Education: Innovations and Developments of Educational Technology

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

Deadline for manuscript submissions: 5 August 2024 | Viewed by 3746

Special Issue Editors

Dr. Gwo-Haur Hwang

E-Mail Website
Guest Editor
Graduate School of Intelligent Data Science, National Yunlin University of Science and Technology, 123 University Road, Section 3, Douliu, Yunlin 64002, Taiwan
Interests: intelligent systems; mobile and ubiquitous learning; flipped classrooms; game-based learning; computer-supported personalized learning (CSPL); computer-supported collaborative learning (CSCL); technology-based music learning (TBML); emerging technologies (AR; VR; somatosensory; wearable technologies; Robot) enhanced learning
Dr. Hsi-Hsun Yang

E-Mail Website
Guest Editor
Department of Digital Media Design, National Yunlin University of Science and Technology, 123 University Road, Section 3, Douliu, Yunlin 64002, Taiwan
Interests: design of learning technologies for education; MOOCs; game-based learning; UX
Dr. Hsin-Yi Liang

E-Mail Website
Guest Editor
Department of Creative Integrated Design, I-Shou University, Kaohsiung City, Taiwan
Interests: game-based learning; gamification design; museum learning; human–computer interaction; computer-supported personalized learning (CSPL); computer-supported collaborative learning (CSCL)

Special Issue Information

Dear Colleagues,

This Special Issue aims to advance the innovations and developments of educational technology for sustainable education. Sustainable education is an important issue in today's world. How to use educational technologies to promote the innovation and development of sustainable education is the focus of this Special Issue. In particular, it is important and challenging to employ educational technologies in school settings and professional training, such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR), robots, chatbots, digital games, and interactive learning environments. With this Special Issue, it is hoped that it could expand our knowledge of the theoretical underpinnings and pedagogical practicalities of educational technologies in school teaching and professional training. For the scope of this Special Issue, we invite authors to submit their research work (including case studies, empirical studies, design-based research, theoretical papers, and reviews) across different educational levels (e.g., primary and secondary) and types (e.g., formal and informal) on but not limited to the following topics:

  • Pedagogical theories and models of using educational technologies for sustainable education in educational settings and professional training.
  • Performance measure of using educational technologies for sustainable education in educational settings and professional training.
  • Effective learning strategies to incorporate educational technologies into educational settings and professional training for sustainable education.
  • Impact of learners' attribution of human qualities or personality traits on the performance of using educational technologies for sustainable education in educational settings and professional training.
  • Educational technologies for promoting higher-order thinking in sustainable education.
  • Goal-directed discussions assisted by educational technologies for sustainable education.
  • Adaptive feedback generation in using educational technologies for sustainable education.
  • Educational technologies for learners with special needs in sustainable education.
  • Learning and instruction approaches about educational technologies for individual and collaborative learning in sustainable education.
  • Emerging technologies for diverse learners in sustainable education.
  • Personalized learning with educational technology applications for sustainable education.
  • Learning process analysis and visualization for using educational technologies in sustainable education.
  • Teacher training for instruction assisted by educational technologies for sustainable education.
  • Review studies about the recent advancement in using educational technologies for sustainable education

Dr. Gwo-Haur Hwang
Dr. Hsi-Hsun Yang
Dr. Hsin-Yi Liang
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

  • educational technologies
  • sustainable education
  • artificial intelligence (AI)
  • augmented reality (AR)
  • virtual reality (VR)
  • robots
  • chatbots
  • digital games
  • interactive learning environments

Published Papers (4 papers)

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Research

16 pages, 4765 KiB  
Article
Interactive Learning with iPads and Augmented Reality: A Sustainability-Oriented Approach to Teaching Plastics Chemistry
by Sabrina Syskowski, Chantal Lathwesen, Nikolai Maurer, Antje Siol, Ingo Eilks and Johannes Huwer
Sustainability 2024, 16(8), 3342; https://doi.org/10.3390/su16083342 - 16 Apr 2024
Viewed by 471
Abstract
As the use of handheld devices continues to proliferate in both private and educational sectors, critical questions emerge concerning the end-of-life management of materials and strategies to curtail waste generation. Augmented reality (AR) technology presents novel avenues for engaging students in science education. [...] Read more.
As the use of handheld devices continues to proliferate in both private and educational sectors, critical questions emerge concerning the end-of-life management of materials and strategies to curtail waste generation. Augmented reality (AR) technology presents novel avenues for engaging students in science education. This paper presents a novel didactic methodology through a tablet-based, digitally enriched learning scenario that focuses on the properties, synthesis, substitution, and recycling of plastics, particularly in the context of iPads. The scenario utilizes AR technology to provide new perspectives on plastics’ chemistry, fostering interest and understanding. Additionally, the present study employs quantitative methods to investigate the impact on situational interest and understanding concerning learning with iPads and learning about plastics used in iPads on students. The analysis also includes an examination of attitudes toward learning experiences based on AR. A total of 65 secondary students participated in the study. The findings contribute to the ongoing debate on context-based learning and its impact on students’ interest and engagement in science education. Full article
(This article belongs to the Special Issue Sustainable Education: Innovations and Developments of Educational Technology)
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30 pages, 3091 KiB  
Article
The Use of Gamification and Web-Based Apps for Sustainability Education
by Carolina Novo, Chiara Zanchetta, Elisa Goldmann and Carlos Vaz de Carvalho
Sustainability 2024, 16(8), 3197; https://doi.org/10.3390/su16083197 - 11 Apr 2024
Viewed by 573
Abstract
This article dwells on the role of gamified digital tools in promoting environmental self-awareness and action. In particular, it unfolds the outreach of a web application, developed within the European GoBeEco project, aimed at encouraging users to adopt ecological and sustainability habits. In [...] Read more.
This article dwells on the role of gamified digital tools in promoting environmental self-awareness and action. In particular, it unfolds the outreach of a web application, developed within the European GoBeEco project, aimed at encouraging users to adopt ecological and sustainability habits. In this article, the focus is on the implementation of the project in Portugal, and, therefore, the data presented in the results reflect the involvement of participants on a national level. Overall, more than two dozen participants were involved in the validation of the application, which comprised three evaluation phases involving the distribution of questionnaires and the organisation of a focus group aimed at assessing the role of GoBeEco in fostering sustainable personal change and also evaluating specifically the role that gamified elements played in that change. Results show that the application had a very positive impact on the users and helped mitigate the well-documented gap between sustainable awareness and action, and, also, that the gamification strategy contributed to that purpose. We argue that the potential of these applications in Portugal is latent but still has room for growth. In this sense, the study also highlights future paths for the development and implementation of these tools, based on the features most valued by users—access to statistical data, examples from real life, gamified and fun elements, and focus on daily, individual actions, among others. Full article
(This article belongs to the Special Issue Sustainable Education: Innovations and Developments of Educational Technology)
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14 pages, 2278 KiB  
Article
Classroom Emotion Monitoring Based on Image Processing
by Cèlia Llurba, Gabriela Fretes and Ramon Palau
Sustainability 2024, 16(2), 916; https://doi.org/10.3390/su16020916 - 22 Jan 2024
Viewed by 751
Abstract
One challenge of teaching and learning the lack of information during these processes, including information about students’ emotions. Emotions play a role in learning and processing information, impacting accurate comprehension. Furthermore, emotions affect students’ academic engagement and performance. Consideration of students’ emotions, and [...] Read more.
One challenge of teaching and learning the lack of information during these processes, including information about students’ emotions. Emotions play a role in learning and processing information, impacting accurate comprehension. Furthermore, emotions affect students’ academic engagement and performance. Consideration of students’ emotions, and therefore their well-being, contributes to building a more sustainable society. A new way of obtaining such information is by monitoring students’ facial emotions. Accordingly, the purpose of this study was to explore whether the use of such advanced technologies can assist the teaching–learning process while ensuring the emotional well-being of secondary school students. A model of Emotional Recognition (ER) was designed for use in a classroom. The model employs a custom code, recorded videos, and images to identify faces, follow action units (AUs), and classify the students’ emotions displayed on screen. We then analysed the classified emotions according to the academic year, subject, and moment in the lesson. The results revealed a range of emotions in the classroom, both pleasant and unpleasant. We observed significant variations in the presence of certain emotions based on the beginning or end of the class, subject, and academic year, although no clear patterns emerged. Our discussion focuses on the relationship between emotions, academic performance, and sustainability. We recommend that future research prioritise the study of how teachers can use ER-based tools to improve both the well-being and performance of students. Full article
(This article belongs to the Special Issue Sustainable Education: Innovations and Developments of Educational Technology)
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16 pages, 843 KiB  
Article
Enhancing Empathy for Justice: A Methodology for Expansive Teacher Professional Development through Creative Body-Based Learning
by Simon N. Leonard, Deborah Devis, Belinda MacGill, Paul Unsworth, Jill Colton and Sam Fowler
Sustainability 2024, 16(1), 95; https://doi.org/10.3390/su16010095 - 21 Dec 2023
Viewed by 664
Abstract
This paper reports from a design-based research project seeking to reduce bullying, and so, contribute to the sustainability goal of improving (understanding of) justice. Goals such as this call for holistic and interdisciplinary ways of thinking that are quite at odds with the [...] Read more.
This paper reports from a design-based research project seeking to reduce bullying, and so, contribute to the sustainability goal of improving (understanding of) justice. Goals such as this call for holistic and interdisciplinary ways of thinking that are quite at odds with the linear and reductionist epistemologies available with globally dominant ‘neoliberal’ discourses on education and educational decision making. To achieve goals such as improving justice, sustainable education and educators must explore and champion expansive ways of knowing that acknowledge and celebrate the complexity of everyday learning contexts. Responding to this need, this paper presents a case study of how we, as a group of educational designers and teacher educators, have explored how the arts-based pedagogy known as Creative Body-Based-Learning, when coupled with Engeström’s expansive theory of learning, can provide an alternative structure and methodology for teacher professional knowledge production. The paper will also outline the use of the research methodology of computer-aided phenomenography as a means of evaluating this kind of complex learning where simple testing and self-reporting are typically inadequate. Full article
(This article belongs to the Special Issue Sustainable Education: Innovations and Developments of Educational Technology)
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