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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 (4 September 2024) | Viewed by 27691

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Special Issue Editors

Prof. Dr. Eufrasio Pérez Navío

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Guest Editor

Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
Interests: teaching skills; learners; teacher training, information and communication technologies

Prof. Dr. Óscar Gavín-Chocano

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Guest Editor

Department of Education, University of Jaén, Jaén 23071, Spain
Interests: emotional intelligence; emotional education; education; life satisfaction; quality of life; optimism; disability
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Special Issue Information

Dear Colleagues,

This Sustainability Special Issue (ISSN 2071-1050; Current Impact Factor JCR: 3.889, Cite-Score Scopus 5.0) entitled "New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century", is intended to provide an opportunity to present related advances with teacher development and training, focusing on empirical research, based on sustainability principles from an interdisciplinary perspective, as we face a series of global challenges that require a holistic approach and coordinated action to achieve a more sustainable future for In this sense, the transformation of education is essential to prepare teachers for the 21st century from a comprehensive approach, which addresses both active methodologies and the attitudes and values necessary to promote a more just and sustainable world.

Empirical or theoretical articles based on: The role of education in promoting sustainability will be accepted; the key competencies that teachers; the pedagogy of sustainability; active methodologies; integrate teaching innovation and new technologies. Each of these topics is important to comprehensively address the challenges facing the world today and to prepare teachers for a more sustainable future.

The studies and papers published in this monograph will complement the existing scientific evidence around the descriptors presented. Thus, this Special Issue will contribute and enrich this field of research, with contributions from disciplines such as education, social sciences, environmental sciences and ICT.

Prof. Dr. Eufrasio Pérez Navío
Prof. Dr. Óscar Gavín-Chocano
Guest Editors

Manuscript Submission Information

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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 assessment
emotional development
mental health
program development
psychological evaluation
quality of life
social studies
disabillity
diversity
sustainable education

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Published Papers (10 papers)

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Research

49 pages, 21051 KiB

Open AccessArticle

Assessment of Student Quality of Life in Relation to University Campus

by Miray Gür

Sustainability 2024, 16(20), 8906; https://doi.org/10.3390/su16208906 - 14 Oct 2024

Viewed by 941

Abstract

Background: There exists a scarcity of comprehensive studies on educational campuses, which integrate the effects of built environment satisfaction, university life experiences, and personal characteristics on QoL. The study’s main research problem is to investigate the extent, direction, and sequence of the influence of university life satisfaction (encompassing academic, social, and administrative perception)—as well as the university’s built environment of university (including both indoor and outdoor attributes of educational, social, recreational, and residential settings), in conjunction with student characteristics—on students’ QoL and the interactions among these factors. Aim: The main objective is to comprehensively analyze the impact and dominance of the built environment and various dimensions of university life, in addition to personal variables on student QoL, and explore the interaction between them. The sub-aims are to determine the dimensions that have the greatest effect on QoL and to make comparisons between them. Methodology: In line with the aim, a specific index for measuring student QoL on a university campus was developed, and a survey was conducted using a questionnaire developed based on the index. The case study is made in Bursa Uludag University, one of the oldest universities in Bursa, Turkey, which is known for being included in the UNESCO World Heritage List. Data were recorded and analyzed by utilizing statistical analyses via SPSS (statistical package for social sciences) for Windows 22 and IBM AMOS 24.0 programs. Results: The data collected from the evaluation of questionnaires administered to 685 participants reveal that the sub-dimensions with the most-to-least impact on students’ QoL are satisfaction with campus life, education spaces, academic development, socio-physical amenities, social perception, administrative management, accessibility, transportation, and accommodation. Conclusions: QoL is a multidimensional judgment through which university students’ QOL perceptions are affected through the interaction between the university’s built environment, university life, individual characteristics, as well as administrative management. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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27 pages, 609 KiB

Open AccessArticle

Sustainable Adoption of E-Learning in Romanian Universities after the COVID-19 Outbreak

by Adina-Liliana Prioteasa, Darko Shuleski, Laurențiu Dan Lazăr, Carmen Nadia Ciocoiu and Felicia-Alina Chivulescu

Sustainability 2024, 16(20), 8795; https://doi.org/10.3390/su16208795 - 11 Oct 2024

Viewed by 779

Abstract

The COVID-19 pandemic disrupted economic processes and various facets of daily life, including education, necessitating adjustments to help society adapt to the temporary status quo, with Romanian educational institutions being profoundly affected, and a full transition to online learning was mandated by central authorities in March 2020. The paper’s scope is to assess the sustainability of e-learning in Romanian higher education in the aftermath of the COVID-19 outbreak. The study was conducted on bachelor students from three Romanian universities through an online questionnaire with a sample size of 505 valid responses. This study aims to investigate the relationships between information quality (IQ), system quality (SQ), service quality (SEQ), and quality of life (QL) within an integrated model, based on the variables of the technology acceptance model (TAM) and performance models of information systems (IS). Specifically, the research explores how these factors, along with the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU), influence students’ behavioral intention to adopt e-learning systems (BISE) and actual use of them (EUOES) as a sustainable solution for post-pandemic COVID-19 education. Partial least squares structural equation modeling (PLS–SEM) was the selected method for data analysis performed with SmartPLS 4.0 software. The research results demonstrated that PU and PEOU showed a positive correlation relationship and were significantly influenced by IQ, SQ, and QL in the educational setting. The study also revealed that PEOU and PU exerted a positive influence on students’ behavioral intention to adopt e-learning systems (BISE) sustainably and on their actual use (EUOES). This study benefits universities and higher education institutions by providing insights into enhancing e-learning platforms and integrating technology effectively, as well as by supporting the formulation of sustainable online learning strategies beyond the COVID-19 pandemic. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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17 pages, 3064 KiB

Open AccessArticle

Prototype Pultrusion of Recycled Polyethylene Terephthalate Plastic Bottles into Filament for 3D Eco-Printing: Education for a Sustainable Development Project

by Ginés Morales Méndez, Alicia del Cerro Pérez and Francisco del Cerro Velázquez

Sustainability 2024, 16(19), 8347; https://doi.org/10.3390/su16198347 - 25 Sep 2024

Viewed by 2216

Abstract

In light of mounting environmental concerns surrounding the overuse and accumulation of plastic waste, the United Nations (UN) has turned its attention towards sustainable materials and the Circular Economy (CE). Polymer recycling technologies have the potential to reduce the environmental impact and carbon footprint of plastic waste production, thereby contributing to the achievement of several Sustainable Development Goals (SDGs). In response to this challenge, students enrolled in the fourth year of secondary education, specializing in technology, during the 2021–2022 academic year, developed an open-source prototype that automatically transforms polyethylene terephthalate (PET) bottles into recycled rPET filament for 3D printing using an automated pultrusion model. In this working group, one of the students identified as gifted developed the pultrusion prototype using challenge-based learning and the project method (PM), which is now known as project-based learning. The resulting prototype has the capacity to transform PET bottles into rPET filament with mechanical properties comparable to those of commercial filaments, thereby enabling the manufacture of a wide range of products through 3D printing. It is not the intention of this work to create a commercial product. Rather, it is designed to promote social and sustainable entrepreneurship, CE, and the values of Education for Sustainable Development (ESD) through the recycling of polymers by means of 3D printing production. In addition, it seeks to develop the key competences for sustainability described in the methodological framework established by UNESCO in 2017. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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15 pages, 2165 KiB

Open AccessArticle

Development and Evaluation of an Internet of Things Project for Preservice Elementary School Teachers

by Fu-Hsing Tsai

Sustainability 2024, 16(17), 7632; https://doi.org/10.3390/su16177632 - 3 Sep 2024

Viewed by 661

Abstract

Programming education is gaining more attention in elementary schools, especially through the use of visual programming tools and development boards. However, the elementary school teacher education in Taiwan allows only limited time periods for training in visual programming and the use of development boards. Development boards are ideal for creating internet of things (IoT) projects, and project-based learning (PBL) is an effective teaching strategy in programming education to promote active learning. Therefore, to sustainably cultivate 21st-century teachers, this study developed an IoT PBL activity for preservice elementary school teachers in Taiwan, so as to improve their attitude toward programming and to enhance their content knowledge of programming teaching, including in computational thinking concepts and knowledge concerning the micro:bit and IoT. This project aimed to engage preservice elementary school teachers in using the micro:bit and electronic modules to create cardboard games with IoT features. A preliminary evaluation was conducted within a teacher education course to verify the project’s feasibility. Consequently, the preservice elementary school teachers participating in this project could develop various IoT cardboard games through teamwork. Their scores on the assessments of computational thinking concepts, development board knowledge, and attitude toward programming showed significant improvement after the project activity. They also expressed highly positive feedback on the project. These findings verify that the proposed PBL activity could be feasible for elementary teacher education. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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23 pages, 5778 KiB

Open AccessArticle

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

by Lena Ivannova Ruiz-Rojas, Luis Salvador-Ullauri and Patricia Acosta-Vargas

Sustainability 2024, 16(13), 5367; https://doi.org/10.3390/su16135367 - 24 Jun 2024

Cited by 3 | Viewed by 12587

Abstract

This study explores the impact of generative artificial intelligence tools on critical thinking and collaboration among university students, highlighting the importance of investigating these technologies due to their increasing integration into higher education and their potential to transform traditional pedagogical practices. A predominantly female sample was surveyed to assess their familiarity with and experience and perceptions of these tools. A total of 87% of the respondents had prior knowledge of generative AI tools, with 38% using them occasionally. Among the most popular tools are Canva 2024 (33%), Chat PDF (26%), and YOU.COM (24%). Additionally, 64% of the respondents believe that these tools significantly improve their critical thinking ability. Despite their high familiarity with and occasional use of these tools, the need for continuous training and technical support was identified. While generative AI tools show promising potential for enhancing collaboration and critical thinking in higher education, previous research has limitations, such as the lack of longitudinal data and the inadequacy in addressing ethical considerations and potential biases. More comprehensive research is needed to understand their long-term impact better and maximize their potential benefits. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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16 pages, 449 KiB

Open AccessArticle

Enhancing Sustainability Teaching Competence in Preschool Teacher Education Using Living Labs

by Chrysanthi Kadji-Beltrán

Sustainability 2024, 16(7), 2781; https://doi.org/10.3390/su16072781 - 27 Mar 2024

Viewed by 2093

Abstract

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on the living-lab methodology, helped preservice preschool teachers attending a course on sustainability issues develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver, to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they benefited from this project. They further analyzed, through a group interview, how the living-lab methodology raised their professional confidence and self-efficacy and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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17 pages, 1929 KiB

Open AccessArticle

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

by Hua-Chen Lo, Tzu-Hua Wang and Ru-Si Chen

Sustainability 2024, 16(6), 2253; https://doi.org/10.3390/su16062253 - 7 Mar 2024

Cited by 1 | Viewed by 1577

Abstract

This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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14 pages, 259 KiB

Open AccessArticle

The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers

by Amaia Quintana-Ordorika, Urtza Garay-Ruiz, Edorta Camino-Esturo and Javier Portillo-Berasaluce

Sustainability 2024, 16(3), 1222; https://doi.org/10.3390/su16031222 - 31 Jan 2024

Cited by 1 | Viewed by 1259

Abstract

The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

21 pages, 2036 KiB

Open AccessArticle

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

by Elisabete Linhares and Pedro Reis

Sustainability 2023, 15(21), 15411; https://doi.org/10.3390/su152115411 - 30 Oct 2023

Cited by 1 | Viewed by 1391

Abstract

The 21st century can be defined as the era of “global environmental crisis”. The education for environmental citizenship pedagogical approach is a strategy with potentialities for meeting the challenge of a sustainable future. This case study sought to evaluate the effect of an ecology course, organized according to the education for environmental citizenship pedagogical approach and supported by Web 2.0 tools, on a group of Portuguese female pre-service teachers (n = 21). No previous studies resorted to this approach to organize courses for initial teacher training or used Web 2.0 to support its implementation. Thorough semi-structured interviews and the analysis of the resources produced, it was found that the pre-service teachers considered the approach to be structured, interesting and motivating, with positive impacts on the development of several attributes of an environmental citizen. The experience with the pedagogical approach fostered the didactic knowledge of the pre-service teachers, regarding how to implement activities of this nature. The Web 2.0 tools used to support the implementation of the pedagogical approach—Facebook and MindMeister—were positively appreciated by the participants. However, some identified difficulties suggest the necessity of using other platforms more frequented by youngsters. The distance-learning context imposed by the COVID-19 pandemic did not function as a big barrier to the pedagogical approach’s implementation. Suggestions for future research are presented, built on the limitations of this study. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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12 pages, 981 KiB

Open AccessArticle

Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

by Xiaoxue Li, Siyu Duan and Honggang Liu

Sustainability 2023, 15(13), 10205; https://doi.org/10.3390/su151310205 - 27 Jun 2023

Cited by 15 | Viewed by 2702

Abstract

Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and instrumental support) on educational outcomes. The mediating role of academic buoyancy was also investigated. A total of 402 Chinese senior high school students who learn English as a foreign language were invited to complete the questionnaires to evaluate their academic buoyancy and three types of perceived EFL teacher support. The results of structural equation modelling indicate that none of these three dimensions of students’ perceived EFL teacher support could directly predict academic achievement. Students’ perceived EFL teacher support could only indirectly affect educational outcomes via the complete mediation of academic buoyancy. This study provides teachers with tips on fostering students’ personality traits and aiding their academic progress. Full article

(This article belongs to the Special Issue New Trends in Educational Research for Sustainability: A Focus on Preparing Teachers for the 21st Century)

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