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

Deadline for manuscript submissions: closed (20 September 2023) | Viewed by 16702

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Special Issue Editors

Prof. Dr. Pilar Colás-Bravo

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Guest Editor

Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Seville, 41013 Seville, Spain
Interests: ICT and education; digital learning; education sustainability; digital teaching competence; research training; gender and ICT
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Jesús Conde-Jiménez

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Guest Editor

Department of Theory and History of Education and Social Pedagogy, Faculty of Education Sciences, University of Seville, 41013 Seville, Spain
Interests: ICT and education; digital learning; sustainability; digital competence; research training; wellbeing; engagement

Special Issue Information

Dear Colleagues,

Technological devices, such as smartphones, smart TVs, tablets, and laptops, have been incorporated into the daily lives of a large part of the world's population. This circumstance leads us to believe that education should take advantage of these resources to integrate technological developments in formal, non-formal, and informal education. Such actions can be called sustainable education.

Education sustainability, therefore, refers to the good use of human, material, and digital resources to achieve quality education.

Education sustainability implies and entails the use of all the resources of digital and social culture to advance the principles of education for sustainability, in turn implying transformations in pedagogical practices.

There are many scientific contributions on the integration of ICT in educational systems and pedagogical practices (see, for example, the following contributions by the authors of this Special Issue: Colás-Bravo, Conde-Jiménez, and Reyes-de-Cózar, 2021; Colás-Bravo, 2021; Colás-Bravo, Conde-Jiménez, and Reyes-de-Cózar, 2019; Colás-Bravo and Quintero-Rodríguez, 2022). These are part of the evolution towards digital learning and quality education.

Over time, an evolution has been observed in the integration of ICT in teaching–learning processes. We can identify at least three stages: (1) ICTs serve as support for the presentation of training content; (2) ICTs are the means for access to information and learning management; (3) the current moment is characterized by producing and sharing digital products. Educational agents go from being recipients or consumers to having an active role in the use of ICTs, promoting empowered learning. This gives rise to and originates deep transformations, specifically regarding digital learning. For this reason, this Special Issue aims to disseminate the new educational practices closely affected by these transformations. The aims of this Special Issue are as follows:

a) Show the advances in scientific–practical knowledge on applications of technological resources for teaching and digital learning. Including, among others, digital learning content (microlearning, nanolearning, pills, agile learning, YouTube, and open-license content).

b) Disseminate successful educational experiences and applications of software or simulations, role-playing games, gamification techniques, breakout rooms, escape rooms, flipped classrooms, virtual reality, augmented reality, and transmedia.

c) Make visible the scientific–pedagogical advances around ICT applications in educational evaluation processes, with special attention to learning analytics experiences applied to transformative learning processes and the achievement of objectives from education for sustainable development (ESD).

d) Present the advances regarding access systems to online databases and other documents from primary sources, including DLT (distributed ledger technology) and blockchain technology referring to Web 3.0.

e) Demonstrate good practices related to online learning: e-learning, blended learning, m-learning, MOOC, and NOOC (nano open online massive).

f) Make visible innovative practices based on collaborative virtual learning environments in different educational contexts.

g) Record research on ICT teacher training and its integration into educational systems

Potential topics include, but are not limited to, the following:

Digital learning supported by advanced technologies (virtual reality, augmented reality, etc.).
Digital learning content: microlearning, nanolearning, pills, agile-learning, YouTube, and open-license content.
Educational experiences and applications of simulations, role-playing games, gamification techniques, breakout rooms, escape rooms, flipped classrooms.
Learning analytics.
Online learning: e-learning, blended learning, m-learning, MOOC, and NOOC.
Collaborative virtual learning environments (social networks).
ICTs in disadvantaged environments and with vulnerable population groups.
Application of ICTs for the achievement of the SDGs in educational settings.
Teacher training in ICT.

Submissions may include research articles, case studies, and research reviews.

We look forward to receiving your contributions.

Bibliographic references of interest of the citations mentioned above:

Colás-Bravo, P.; Conde-Jiménez, J.; and Reyes-de-Cózar, S. (2021). Sustainability and Digital Teaching Competence in Higher Education. Sustainability, 13, 12354. https://doi.org/10.3390/su132212354

Colás-Bravo, P. (2021). Retos de la Investigación Educativa tras la pandemia COVID-19. Revista de Investigación Educativa, 39(2), 219–233. https://doi.org/10.6018/rie.469871

Colás-Bravo-Bravo, P., Conde-Jiménez, J., and Reyes-de-Cózar, S. (2019). The development of the digital teaching competence from a sociocultural approach. Comunicar, 27(61), 21-32. https://doi.org/10.3916/C61-2019-02

Colás-Bravo, P., and Quintero-Rodríguez, I. (2022). YouTube como herramienta para el aprendizaje informal. Profesional De La información, 31(3). https://doi.org/10.3145/epi.2022.may.15

Prof. Dr. Pilar Colás-Bravo
Prof. Dr. Jesús Conde-Jiménez
Guest Editors

Manuscript Submission Information

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Keywords

digital learning
education sustainability
digital resources
digital competence
learning analytics
empowered learning
sustainable development
educational quality

Published Papers (5 papers)

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Research

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18 pages, 595 KiB

Open AccessArticle

Integrating Technological Knowledge into Higher Education Curricula: An Essential Measure for Attaining Sustainable Development in Saudi Arabia

by Abdulaziz M. Alshammari, Faisal F. Alshammari, Murad Thomran and Mubarak Altwaiji

Sustainability 2023, 15(22), 15956; https://doi.org/10.3390/su152215956 - 15 Nov 2023

Viewed by 998

Abstract

The aim of this paper is to enhance comprehension of the integration of technology knowledge into higher education curricula by analyzing existing literature on technology knowledge in higher education curricula, research patterns, and future research possibilities. A total of 306 participants responded to an online questionnaire after an extensive examination of relevant academic research literature. Convenient sampling and snowball sampling were employed to gather data, and PLS/SEM version 4.0 was used to systematically analyze the results. The study discovered a significant connection between the inclusion of technology knowledge in higher education institutions’ (HEIs’) curriculum and sustainable development. However, the obstacles to integrating technology knowledge into higher education curricula had little effect on sustainable development. This study serves as a reference point for policymakers in Saudi Arabian HEIs in developing an appropriate curriculum that promotes technology integration among university students and improves university performance. Full article

(This article belongs to the Special Issue Digital Learning for Education Sustainability)

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21 pages, 915 KiB

Open AccessArticle

The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction

by Alka Pandita and Ravi Kiran

Sustainability 2023, 15(10), 7923; https://doi.org/10.3390/su15107923 - 12 May 2023

Cited by 3 | Viewed by 8347

Abstract

The technology interface and student engagement are important factors that can contribute to sustainable student satisfaction. Technology has become an integral part of the recent teaching–learning setup and it can significantly impact student satisfaction. Additionally, student engagement is vital for sustainable student satisfaction. Engaged students are more likely to take an active role in their education, participate in discussions, and ask questions. When students are engaged, they feel a sense of ownership over their learning experience, which can lead to higher levels of satisfaction. Therefore, educational institutions should strive to provide students with technology that is intuitive and easy to use and create an environment that fosters engagement and collaboration. By doing so, institutions can increase student satisfaction and improve overall academic outcomes. This research study was primarily conducted to understand the potential of the technology interface (TI) and student engagement (SE) in enhancing student satisfaction (SS). The study uses a survey to collect responses from 400 respondents from higher educational institutions (HEIs). PLS-SEM has been used to test the proposed hypothesis. Three dimensions of the technology interface (TI) include cyber infrastructure, quality of e-content, and technology-assisted facilities. It is essential to understand how the technology interface influences student engagement (SE) through three dimensions, viz. new skills development, active involvement, and academic achievements. The student satisfaction scale has an employability perspective, teaching perspective, and learning perspective as subscales. Initially, the study examines the influence of the technology interface on student engagement. The findings support a positive impact on student engagement. The next step was to study the direct effect of the technology interface on student satisfaction. The results lend support to a positive influence. An attempt was also made to investigate the mediation of student engagement between the technology interface and student satisfaction. The findings highlight that with the mediation of student engagement, the influence of the technology interface on student satisfaction is improved. This study is one of the pioneering empirical studies highlighting the importance of the technology interface on the mediation of student engagement in student satisfaction. Technology may be a prerequisite, but it needs to be translated to student satisfaction by using it with student engagement (new skills development, active involvement, and academic achievements). The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the implementation of technology, and for student engagement activities to enhance student satisfaction in higher education institutes (HEIs). Full article

(This article belongs to the Special Issue Digital Learning for Education Sustainability)

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12 pages, 293 KiB

Open AccessArticle

YouTube as a Digital Resource for Sustainable Education

by Pilar Colás-Bravo and Iván Quintero-Rodríguez

Sustainability 2023, 15(7), 5687; https://doi.org/10.3390/su15075687 - 24 Mar 2023

Cited by 3 | Viewed by 1918

Abstract

The extensive use of social networks by people of all ages and the wide range of freely available content therein can be very useful for sustainable education. This research paper aims to explore informal learning on YouTube from a sociocultural approach, observing the reasons why our subjects select this platform for their self-learning and how they evaluate different actions that mediate their learning. This is achieved through two constructs derived from the sociocultural approach: preference and mediation. The differences are also analysed according to the age, sex, and level of education of the subjects. A quantitative methodology is used, applying the statistical techniques of descriptive and inferential analyses. Data are obtained through an ad hoc questionnaire that collects information on the proposed constructs. The sample consists of 504 people from the Andalusia region in Spain. Our results show the criteria that users apply in their preference of YouTube, as well as mediating actions that should be self-regulated during users’ informal learning process on YouTube. Significant statistical differences are obtained for the age variable but not for the gender variable or the level of education, with respect to the two constructs studied. The relevance and significance of the variables studied indicate the value people attribute to YouTube as a tool for informal learning and its potential for sustainable education. This study has implications in sustainable education, as YouTube is a tool that breaks down barriers and can be adjusted to the needs of a population. Full article

(This article belongs to the Special Issue Digital Learning for Education Sustainability)

25 pages, 3807 KiB

Open AccessArticle

A Strategy for Enhancing English Learning Achievement, Based on the Eye-Tracking Technology with Self-Regulated Learning

by Yu-Chen Kuo, Ching-Bang Yao and Chen-Yu Wu

Sustainability 2022, 14(23), 16286; https://doi.org/10.3390/su142316286 - 06 Dec 2022

Cited by 2 | Viewed by 1856

Abstract

Owing to the global promotion of e-learning, combining recognition technology to facilitate learning has become a popular research topic. This study uses eye-tracking to analyze students’ actual learning situations by examining their attention during the learning process and to provide timely support to enhance their learning performance. Using cognitive technology, this study can analyze students’ real-time learning status, which can be utilized to provide timely learning reminders that help them achieve their self-defined learning goals and to effectively enhance their interest and performance. Accordingly, we designed a self-regulated learning (SRL) mechanism, based on eye-tracking technology, combined with online marking and note-taking functions. The mechanism can aid students in maintaining a better reading state, thereby enhancing their learning performance. This study explores students’ learning outcomes, motivation, self-efficacy, learning anxiety, and performance. The experimental results show that students who used the SRL mechanism exhibited a greater learning performance than those who did not use it. Similarly, SRL mechanisms could potentially improve students’ learning motivation and self-efficacy, as well as increase their learning attention. Moreover, SRL mechanisms reduce students’ perplexities and learning anxieties, thereby enhancing their reading-learning performance to achieve an educational sustainability by providing a better e-learning environment. Full article

(This article belongs to the Special Issue Digital Learning for Education Sustainability)

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Other

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15 pages, 2572 KiB

Open AccessSystematic Review

The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions

by Nayef Shaie Alotaibi

Sustainability 2022, 14(23), 16219; https://doi.org/10.3390/su142316219 - 05 Dec 2022

Cited by 4 | Viewed by 2513

Abstract

Saudi Arabia, like other countries, has established several strategies and initiatives to support the 17 Sustainable Development Goals (SDGs). Saudi Arabia’s 2030 Vision recognizes the technological dimension of the SDGs. Furthermore, higher education institutes are an essential component of Saudi Arabia’s sustainable development goals, and the government is eager to adopt sustainability measures in universities in this regard. Saudi universities have implemented significant e-learning and digital transformation projects aimed at long-term development. During the COVID-19 pandemic, Saudi universities discontinued traditional face-to-face classes in favor of online learning. The rate of use of online education has been extraordinary and overwhelming. Given this background, this paper aims to study the impact of digital learning on sustainable development in the higher education institutions of Saudi Arabia post COVID-19 by highlighting the educational processes followed during the pandemic. In addition, we analyze the obstacles and values of digital learning in Saudi higher education institutes. We used the PRISMA statement 2020 for the inclusion and exclusion of the records and the VOS viewer software for the classification of literature. The results identified the three primary data streams, higher education, e-learning and digital transformation after the co-occurrences of critical terms and content analysis. Findings indicate the significant changes brought by the recent pandemic outbreak for the higher education institutes in Saudi Arabia. Results suggest that E-learning programmes have gained recognition as effective learning aids for higher education since conventional education (face-to-face) was abruptly forced to relocate online owing to the COVID-19 pandemic. Furthermore, findings demonstrate a substantial and positive relationship between digital transformation performance and Saudi Arabia’s higher education institutions, as well as their potential for e-learning toward sustainable development, their capacity for improvisation, and their organizational readiness. Full article

(This article belongs to the Special Issue Digital Learning for Education Sustainability)

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