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Searching for a Sustainable Holistic Balance: Optimal Wellbeing Environments

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

Deadline for manuscript submissions: 31 December 2024 | Viewed by 2646

Special Issue Editors


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Guest Editor
Department of Education, University of Roma Tre, 00154 Roma, Italy
Interests: social psychology; people–environment relationships; inter-group processes; wellbeing
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
Interests: organizational development; organizational well-being; sustainable organizations

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Guest Editor
Department of Education, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
Interests: social psychology; health and well-being; people–place relations
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Institute for Risk Assessment Sciences (IRAS), Utrecht University, 3584 CS Utrecht, The Netherlands
Interests: environmental psychology; social psychology

Special Issue Information

Dear Colleagues,

In line with the Sustainable Development Goals (SDGs), sustainability implies constant and preferably growing well-being and a global balance between human beings and the ecosystem. Sustainability and sustainable development are linked to a new idea of well-being that considers the health and quality of people’s lives and revolves around three components: environmental, economic, and social. Indeed, a sustainable environment has an active role both in healing processes and in well-being promotion. This is especially in line with SDG 3 (Good health and well-being) and SDG 11 (Sustainable cities and communities).

Every environmental element has some direct or indirect effect on our body and mind, and this notion is well-rooted in human culture. People respond to their surrounding environment in a global way: this implies that single environmental stimuli can directly influence people, but also the way other stimuli are perceived, eventually resulting in a holistic perception of the natural and built environments. To be able to predict how environmental stimuli can reinforce or weaken one another, knowledge of the effects of single environmental stimuli is necessary. To reach this aim, a framework, known as the Optimal Healing Environment (OHE, Samueli Institute, 2004), can be adapted. This framework includes a vast range of environmental characteristics, which altogether compose a healing environment. This conceptualization considers all the main components (social, psychological, physical, and behavioral) able to support achieving a state of well-being and balance in interaction with artificial and natural environments. An environment is usually not conceived as something that can play an active role in achieving well-being; however, a sustainable one can promote a bio-psycho-social balance and well-being. Different environments can support or hinder health processes, but these are ultimately very personal and, thus, heavily influenced by individual characteristics and social relationships. The purpose of this Special Issue is to identify which individual and collective factors, but also specific groups or cultural elements, should be investigated to ease the creation of Sustainable Environments and the promotion of positive people–place relationships.

This Special Issue aims to present scientific contributions addressing recent empirical and theoretical analyses of the role of sustainable environmental aspects in the achievement of a renewed conception of well-being.

Therefore, all types of papers are welcome: conceptual, narrative reviews, systematic reviews, intervention evaluations, qualitative, quantitative studies, and correlational and experimental research.

Dr. Fridanna Maricchiolo
Prof. Marina Mondo
Dr. Oriana Mosca
Dr. Silvia Ariccio
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

  • well-being
  • sustainability
  • balance
  • environments
  • healing
  • holistic

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Published Papers (2 papers)

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Research

15 pages, 1291 KiB  
Article
A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers
by Oriana Mosca, Emiliane Rubat du Mérac, Maria Luisa Pedditzi, Carla Meloni, Cristina Isoni, Stefano Livi and Ferdinando Fornara
Sustainability 2024, 16(18), 8106; https://doi.org/10.3390/su16188106 - 17 Sep 2024
Abstract
This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently [...] Read more.
This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently run school activities outdoors in green spaces. A sample of kindergarten and primary school teachers working in different Italian regions (n = 209) filled in an online questionnaire including the Satisfaction with Life Scale (SWLS), the Perceived Restorativeness Scale (PRS-11), the Scale of Affective Qualities of Place, and the Revised School Level Environment Questionnaire (RSLEQ). Zero-order correlations, preliminary descriptive analyses of variance (ANOVAs) to compare teachers conducting Outdoor Education (vs. teachers conducting only or almost always indoor education), and structural equation modeling (SEM) were carried out on the measured variables. Results from ANOVAs evidenced that teachers conducting outdoor green education show higher levels of perceived affective qualities and restorativeness than teachers working mainly indoors. The model tested through SEM analysis showed that positive affective qualities attributed to the school are associated with higher levels of restorativeness and this, in turn, is linked to a more positive perception of social relationships at school, which increases life satisfaction. Overall, these outcomes support previous research demonstrating the beneficial psychological effects of nature experiences, also in the school environment. Full article
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19 pages, 1099 KiB  
Article
From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education
by Shixiao Wu
Sustainability 2024, 16(16), 6815; https://doi.org/10.3390/su16166815 - 8 Aug 2024
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Abstract
Concerning the influence of corporate social responsibility (CSR) on teacher wellbeing within the higher education sector in China, this study is a synthesis of the United Nations’ Sustainable Development Goals (UN-SDGs) for a broader understanding of the concept. By using structural equation modeling, [...] Read more.
Concerning the influence of corporate social responsibility (CSR) on teacher wellbeing within the higher education sector in China, this study is a synthesis of the United Nations’ Sustainable Development Goals (UN-SDGs) for a broader understanding of the concept. By using structural equation modeling, this study investigates how CSR initiatives influence teachers by mediating the roles of educational institute culture and teacher admiration, with affective commitment as the moderator. The findings show that CSR endeavors provide direct payoff for teachers’ mental health and indirect payoff through a positive educational institution culture and teacher admiration. The role of affective commitment as a moderator is confirmed in the CSR–teacher admiration–wellbeing pathway. This research, therefore, shows that educational institutions have great potential to strategically align CSR with the UN-SDGs, not only for the benefit of teachers but also for the other sustainable development goals. This study therefore emphasizes the doubled role of educational institutes to make the lives of their staff better and to contribute to the global agenda of sustainable development by well-executed CSR initiatives. Full article
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