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Adapting Education for a Changing Environment and Sustainable Development

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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: 23 April 2026 | Viewed by 8865

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Special Issue Editors

Prof. Dr. Gökmen Dağlı

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Guest Editor

Faculty of Education, Societal Research and Development Center, University of Kyrenia, Kyrenia, Cyprus
Interests: management; strategic planning; higher education; quality
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Zehra Altınay

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Guest Editor

Societal Research and Development Center, Faculty of Education, Near East University, Nicosia, Cyprus
Interests: technology; management; quality; disability; online education; sustainability
Special Issues, Collections and Topics in MDPI journals

Dr. Phillip Benachour

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Guest Editor

Department of Computing and Communication, Lancaster University, Lancaster, UK
Interests: open learning; learning analytics; computing; quality

Special Issue Information

Dear Colleagues,

Human well-being relies on the delicate balance between environmental integrity and societal conditions. Recognizing the critical importance of sustainability and sustainable development for humanity, it is essential to adapt to changing environmental conditions and implement development strategies aligned with the 2030 Agenda for Sustainable Development (Wahyuni et al., 2025; Omri et al., 2025; Li & Wu, 2025).

This Special Issue invites experts and scholars to submit contributions that address a wide range of sustainability challenges. Potential topics include, but not limited to, the following areas:

Air pollution and climate change;
Water pollution and sanitation;
Land degradation, desertification, and drought;
Industrial development and the energy crisis;
Management of toxic chemicals, hazardous, and radioactive wastes;
Population growth and urbanization;
Cultural loss and identity erosion due to globalization and migration;
The impacts of globalization on local, national, and regional sustainability;
Biodiversity loss, ecosystem degradation, and risks to human well-being.

Moreover, this Issue seeks to explore the development and implementation of national and international policies, monitoring mechanisms, and ethical or philosophical approaches to sustainability within the context of an evolving global environment (Loloei, 2025; Hotar et al., 2025).

Special emphasis is placed on education as a transformative tool for sustainability. In light of the 2030 Sustainable Development Goals, our aim is to prioritize the following educational goals:

Expanding access to quality primary and secondary education;
Advancing early childhood education;
Promoting inclusive and high-quality higher education;
Enhancing vocational and technical education;
Developing responsive and future-oriented teacher training programs that address environmental challenges (Singer-Brodowski et al., 2025; Redondo & Ladage, 2025; Reed Johnson, 2025).

Furthermore, this Special Issue welcomes research focused on digital transformation, specifically the development of sustainability tools, best practices, laws, and policy frameworks that support sustainable education in a changing world.

We invite submissions employing qualitative, quantitative, and mixed-method research designs. The contribution of systematic reviews that provide insights and frame future research directions is also highly encouraged. Papers should reflect diverse experiences and methodologies, offering perspectives from different geographical, cultural, and educational contexts to advance our understanding of environmental adaptation and sustainable education.

References

Hotar, N., Apdik, S., TOKUÇ, A., & BARAN, B. (2025). A Systematic Review on the Design of Sustainable Education Spaces. International Journal of Architectonic, Spatial, and Environmental Design, 19(1).
Li, Y., & Wu, D. (2025). Creativity and Well-Being Among College Students: The Mediating Role of Meaning in Life. The Journal of Psychology, 159(1), 1–16.
Loloei, K. (2025). The role of environment in sustainable development and its relation with development management. WIT Transactions on Ecology and the Environment, 84.
Omri, H., Omri, A., & Abbassi, A. (2025). Entrepreneurship and Human Well-Being: A Study of Standard of Living and Quality of Life in Developing Countries. Social Indicators Research, 1–32.
Redondo, C., & Ladage, C. (2025). The role of ‘experience’in teaching innovation in education for sustainable development in France. In Environmental and Sustainability Education in Francophone Europe (pp. 107–117). Routledge.
Reed Johnson, J. A., Marston, S., Happle, A., & Majid, N. (2025). Climate change and sustainability education framework: an opportunity for pre-service teaching. Cogent Education, 12(1), 2460412.
Singer-Brodowski, M., Henkel, G. M., Reith, A., Frank, P., & Rieckmann, M. (2025). What is needed to act as a professional change agent for sustainability? A scoping review. International Review of Education, 1–25.
Wahyuni, E. N., Maksum, A., Aziz, R., & Mangestuti, R. (2025). Strategies for students’ well-being development: the task-oriented classroom approach. Strategies, 14(1).

Prof. Dr. Gökmen Dağlı
Prof. Dr. Zehra Altınay
Dr. Phillip Benachour
Guest Editors

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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.

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Keywords

sustainability
quality education
adaptation to changing environmental conditions
digital transformation
managerial changes and roles
cultural and social change
sustainable development

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Research

33 pages, 3024 KB

Open AccessArticle

Design and Implementation of a Sustainable Engineering Education Model Based on the Integration of Lean Management Within Outcome-Based Engineering Education (OBEE): A Performance-Driven Approach

by Fatima-Ezzahra Afif and Fatima Bouyahia

Sustainability 2026, 18(7), 3515; https://doi.org/10.3390/su18073515 - 3 Apr 2026

Viewed by 231

Abstract

Outcome-Based Engineering Education (OBEE), a performance-driven approach at the forefront of curriculum design, offers a reliable and scalable framework for reforming engineering education. This research examines the industrial and logistics engineering major at the National School of Applied Sciences of Marrakesh as a case study to develop and implement a new hybrid model that merges the OBEE approach and Lean Management principles and methods through five layers. This paper presents the second and third layers of the Lean-OBEE architecture: the Target layer and Assessment layer, respectively. The target layer employs Hoshin Kanri’s X-Matrix in the OBEE process as a Lean strategic planning tool for visual and efficient management of the educational outcomes. Teachers and academic staff used the X-Matrix to monitor the unfolding of strategic educational objectives and progress throughout the course and curriculum. The assessment layer integrates a set of Lean principles, including PDCA (Plan-Do-Check-Act) cycles, Poka-Yoke, Flow, Muri, Standard Work, Takt Time, and Collective Intelligence, to design and assess the course session. The findings of this study provide preliminary evidence that the proposed Lean-OBEE model supports the development of sustainable engineering education by continuously improving the relevance and efficiency of the curriculum and teaching practices to meet the dynamic needs of industry and all stakeholders. This study serves as a practical reference for achieving the stated outcomes. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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22 pages, 865 KB

Open AccessArticle

Analysis of the Mechanism Through Which Capabilities Influence the Livelihood Resilience of Forest Farmers in Ecologically Vulnerable Regions

by Hao Zhang and Qingfeng Bao

Sustainability 2026, 18(6), 2819; https://doi.org/10.3390/su18062819 - 13 Mar 2026

Viewed by 226

Abstract

Considering the escalating challenges in ecological environmental protection and the difficulties faced by forest farmers in enhancing livelihood capital in ecologically vulnerable regions, a thorough examination of the impact of capabilities and risk perception on the livelihood resilience of forest farmers can serve as a reference for mitigating pressures on ecological conservation and addressing the enhancement of livelihood capital in similar typical ecologically vulnerable regions. This study utilized micro-level survey data and the Entropy Method to assess the livelihood resilience of forest farmers in an ecologically fragile region. An ordered logit model and a mediating effect model were employed to experimentally examine the influence of capabilities and risk perception on resilience. The results demonstrate that (1) the livelihood resilience of forest farmers exhibits a multi-dimensional, hierarchical condition; (2) capabilities exert a substantial positive influence on livelihood resilience, while risk perception has a considerable negative effect; and (3) capabilities affect the livelihood resilience of forest farmers by mitigating their risk perception. This paper concludes that, for the region under study, internal efforts should be undertaken to enhance forest farmers’ capabilities by increasing their income levels, strengthening their information acquisition skills, and promoting their participation in practical forestry training. The forest product market system must be enhanced externally, and technical thresholds reduced to alleviate perceptions of market volatility and natural disaster risks, ultimately improving livelihood resilience. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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20 pages, 1129 KB

Open AccessArticle

A Sustainable Pedagogical Model for Media EFL: Blending Content-Based Instruction with Project-Based Learning

by Zhuangai Li and Daming Wang

Sustainability 2026, 18(5), 2439; https://doi.org/10.3390/su18052439 - 3 Mar 2026

Viewed by 362

Abstract

In the context of global sustainability agendas and the rapid transformation of the media industry, cultivating new media professionals equipped with language proficiency, cross-cultural communication skills, and sustainability awareness has become a crucial educational imperative. This study implemented a pedagogical framework integrating Content-Based Instruction (CBI) and Project-Based Learning (PBL) at Communication University of Shanxi, centering on authentic media projects. A mixed-methods approach (questionnaires, N = 204; semi-structured interviews, n = 50) was employed to evaluate its effectiveness. Under this model, students demonstrated positive gains in linguistic knowledge and skills, media literacy, self-directed learning, critical thinking, and teamwork. Positive outcomes were also observed in intercultural competence and innovative thinking. Comparative analysis of pre- and post-test academic performance indicated significant improvement across all participating majors. The integrated CBI-PBL model provides a promising teaching pathway for sustainability-oriented foreign language education within similar instructional contexts. It contributes to achieving United Nations Sustainable Development Goal 4 (SDG 4) and offers theoretical and practical insights for aligning media education with the evolving sustainable demands of the industry Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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17 pages, 546 KB

Open AccessArticle

Evaluating Assertive Communication to Support Sustainable Online Teaching in Higher Education

by Brîndușa-Mariana Amălăncei, Katerina Tzafilkou, Cristina Cîrtiță-Buzoianu and Liliana Mâță

Sustainability 2026, 18(5), 2429; https://doi.org/10.3390/su18052429 - 3 Mar 2026

Viewed by 371

Abstract

Introduction: Assertive communication is a fundamental component of effective teaching, particularly in the context of the increasing shift toward online higher education. Despite its importance, there is a need for validated instruments specifically designed to assess assertive communication in online teaching environments. The present study aims to examine the psychometric properties and factorial structure of the Assertive Communication Scale in Online Teaching (ACSOT). Methods: The study involved 374 students from “Vasile Alecsandri” University of Bacău, Romania. An exploratory factor analysis (EFA) was conducted to investigate the factorial structure of the ACSOT. Correlational analyses were conducted to examine the relationships among the identified dimensions, and group differences were assessed by gender and age. Results: The exploratory factor analysis revealed a three-factor structure comprising expressiveness, communicativeness, and conflict management. Significant positive correlations were found among the three dimensions. Gender differences indicated that women demonstrated stronger conflict management skills than men. Age-related differences showed that older participants reported higher levels of assertive communication in terms of expressiveness and communicativeness compared to younger participants. Conclusions: The findings support the factorial validity of the ACSOT and suggest that the instrument is a reliable tool for assessing assertive communication in online teaching contexts. The identified gender and age differences underscore the importance of considering demographic variables when developing training programs designed to enhance assertive communication skills in higher education. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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39 pages, 3488 KB

Open AccessArticle

“We Leave at Least a Little Seed”: The School’s Role in Developing Students’ Agency Toward Climate Change

by Jennifer Cunha, Marcelo Félix, Sara Miranda and Pedro Rosário

Sustainability 2026, 18(5), 2350; https://doi.org/10.3390/su18052350 - 28 Feb 2026

Viewed by 341

Abstract

As in schools worldwide, climate change (CC) is addressed in curricula and environmental programs in Portugal. Grounded in Bandura’s human agency theory, effective CC mitigation requires the capacity to intentionally initiate, sustain, and reflect on behaviors to reduce greenhouse gas emissions, i.e., climate agency. This study aimed to map school’s role (environmental initiatives and CC teaching) in developing students’ climate agency and its determinants. Participants included 42 school representatives and 24 teachers from various subjects. Data sets, collected through online surveys, semi-structured interviews, and a focus group, were analyzed using content analysis. School representatives emphasized school initiatives requiring significant levels of student engagement (e.g., cleanups) but with limited participation. Most teachers reported employing transmissive teaching approaches, complemented by audio–visual resources and classroom discussions. Interviewees identified facilitators (e.g., family pro-environmental behaviors and municipal support), but mostly obstacles (e.g., limited instruction time and surface approach to learning) that contributed to a perceived minimal impact of CC education on their students. Overall, the data suggest that current environmental programs and CC teaching are not consistently developing students’ climate agency. The findings highlight the need to rethink formal and informal approaches to promote high-quality CC education and student agency in addressing the climate crisis. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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15 pages, 2458 KB

Open AccessArticle

Semantic Research on Talent Mismatch in Sustainable Development of the Belt and Road Initiative

by Xiaolin Li, Wenqi Li, Lingyi Meng and Liwei Wu

Sustainability 2026, 18(5), 2208; https://doi.org/10.3390/su18052208 - 25 Feb 2026

Viewed by 245

Abstract

Under the Belt and Road Initiative, whether architectural education effectively supports sustainability-oriented overseas practice remains insufficiently evidenced. Anchored in the Royal Institute of British Architects (RIBA) and the National Architectural Accrediting Board (NAAB) competency frameworks, this study constructs a tripartite analytical framework linking international standards, educational curricula, and overseas job requirements. Based on curriculum texts and 200 overseas job postings from major international recruitment platforms, paragraph-level semantic alignment is quantified using TF-IDF weighting, SBERT-based embeddings, cosine similarity, and clustering analysis. The results indicate a clear structural divergence: while domestic architectural education shows moderate alignment with overseas demand in foundational technical competencies (average similarity 0.58–0.62), it consistently underperforms in sustainability-critical dimensions—including BIM-based collaboration, international standard adaptation, cross-cultural coordination, and professional ethics—with similarity values below 0.45. This misalignment reflects a systemic imbalance between design-centered training and the governance-oriented competency structure required for sustainable overseas projects, providing a quantitative diagnostic basis for reconfiguring sustainability-oriented architectural education. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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28 pages, 1792 KB

Open AccessArticle

Evaluating Teachers’ 21st-Century Skills to Support Sustainable and Quality Education

by Umut Akcil and Feriha Emel Yaman

Sustainability 2026, 18(3), 1246; https://doi.org/10.3390/su18031246 - 26 Jan 2026

Viewed by 509

Abstract

Researching teachers’ 21st-century competences is critical for developing a sustainable, quality educational environment and accomplishing the objective of quality education. A lifelong learning philosophy ensures teacher development, paving the way for quality education (SDG4). In this study, a valid and reliable scale was established to provide the target group of middle school teachers with 21st-century abilities to enhance their quality teaching process and long-term professional growth. In this context, the developed scale has 33 items. The factor analysis results revealed that the scale is three-dimensional and accounts for 63.66% of the overall variation. Furthermore, second-order confirmatory factor analysis confirmed that the proposed model satisfied the acceptable fit criteria. Positive correlations between factors were observed, and reliability analysis revealed a high internal consistency (α = 0.947), thereby validating the scale’s reliability, validity, and practical utility. In conclusion, the scale developed is a valuable assessment tool for assessing teachers’ 21st-century skills, and the data gathered from it can help improve secondary teacher quality and create professional development programs. In this regard, contributions will be made to the development of long-term policies. Teacher development should be considered critical to achieving “quality education”, which is one of the Sustainable Development Goals. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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19 pages, 4213 KB

Open AccessArticle

Innovating Urban and Rural Planning Education for Climate Change Response: A Case of Taiwan’s Climate Change Adaptation Education and Teaching Alliance Program

by Qingmu Su and Hsueh-Sheng Chang

Sustainability 2026, 18(2), 886; https://doi.org/10.3390/su18020886 - 15 Jan 2026

Viewed by 454

Abstract

Global climate change has emerged as a critical challenge for human society in the 21st century. As hubs of population and economic activity, urban and rural areas are increasingly exposed to complex and compounded disaster risks. To systematically evaluate the role of educational intervention in climate adaptability capacity building, this study employs a case study approach, focusing on the “Climate Change Adaptation Education and Teaching Alliance Program” launched in Taiwan in 2014. Through a comprehensive analysis of its institutional structure, curriculum, alliance network, and practical activities, the study explores the effectiveness of educational innovation in cultivating climate resilience talent. The study found that the program, through interdisciplinary collaboration and a practice-oriented teaching model, successfully integrated climate adaptability content into 57 courses, training a total of 2487 students. Project-based learning (PBL) and workshops significantly improved students’ systems thinking and practical abilities, and many of its findings were adopted by local governments. Based on these empirical results, the study proposes that urban and rural planning education should be promoted in the following ways: first, updating teaching materials to reflect regional climate characteristics and local needs; second, enhancing curriculum design by introducing core courses such as climate-resilient planning and promoting interdisciplinary collaboration; third, enriching hands-on learning through real project cases and participatory workshops; and fourth, deepening integration between education and practice by establishing multi-stakeholder partnerships supported by dedicated funding and digital platforms. Through such an innovative educational framework, we can prepare a new generation of professionals capable of supporting global sustainable development in the face of climate change. This study provides a replicable model of practice for education policymakers worldwide, particularly in promoting the integration of climate resilience education in developing countries, which can help accelerate the achievement of UN Sustainable Development Goals (SDG11) and foster interdisciplinary collaboration to address the global climate crisis. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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19 pages, 550 KB

Open AccessArticle

The Mediterranean Paradox: Knowledge, Attitudes, and the Barriers to Practical Adherence of Sustainable Dietary Behavior Among Future Educators—A Case Study of Teacher Education Students at the University of Split

by Ivana Restović, Antea Jukić and Nives Kević

Sustainability 2026, 18(2), 831; https://doi.org/10.3390/su18020831 - 14 Jan 2026

Viewed by 534

Abstract

This paper investigates the knowledge, attitudes, and practical adherence to the Mediterranean Diet (MD) among students of the Teacher Education Study Program in Split. Recent trends indicate a decline in adherence within Mediterranean regions, a phenomenon known as the Mediterranean paradox. Studying the relationship between students’ knowledge and practice is critical within the context of SDG 3 and SDG 4, as it highlights the role of future educators in promoting healthy communities. A quantitative approach was employed using the MDNK methodology, supplemented with the MEDAS test, to assess adherence to the Mediterranean Diet. Statistical analysis included p-values and effect size measures to assess practical relevance. Students averaged 13.39/18 on the MDNK test, with most showing moderate MEDAS adherence and only 5 reaching high adherence. The year of study or employment status has not been shown as an influential factor. While most students possess a high level of knowledge on the MD’s key components and express a positive attitude toward this dietary pattern, a significant knowledge-practice gap exists, confirming the Mediterranean paradox among future teachers. The need for nutritional and food education within the university curriculum is essential to move beyond theoretical instruction and actively promote food literacy and practical skills. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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23 pages, 981 KB

Open AccessArticle

The Concept of Multifunctional Social Spaces as a High-Quality Intergenerational Premise: Sustainable Environmental Education Impetus

by Dmitry A. Radushinsky, Alexandra I. Radushinskaya and Ekaterina E. Smirnova

Sustainability 2026, 18(2), 806; https://doi.org/10.3390/su18020806 - 13 Jan 2026

Viewed by 416

Abstract

This study suggests the concept of multifunctional social spaces (MSSs) as intergenerational communication platforms, contributing to SDG achievement and environment awareness in local communities. Retirees could perform socially significant practices via local MSS premises supported by municipalities and initiative groups. The basic social vector of an MSS is supposed to produce a synergy effect with the educational and environmental impetus of the Sustainable Environmental Education (SEE) approach. Lifelong education underlies the process of adapting various age groups to different local spaces, namely metropolis, suburb, or rural areas. Test qualitative interviews were conducted with pensioners and young people to discover attitudes towards MSS-prescribed functions within different reference groups. These interviews helped to define the preferred communication instruments for MSS operation. General types of MSSs were classified based on mini case studies. MSS introduction is supposed to influence basic social indices such as population health, life expectancy, and fertility levels in the long term, and support several environmental awareness markers. Future studies could examine such influences in detail and discuss more national and regional specifics. Municipal and regional authorities, as well as local community leaders, could use the results of this study to consider local development, SDG strategies, and roadmaps. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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20 pages, 282 KB

Open AccessArticle

Educating Aspiring Teachers with AI by Strengthening Sustainable Pedagogical Competence in Changing Educational Landscapes

by Aydoğan Erkan, İslam Suiçmez, Sezer Kanbul and Mehmet Öznacar

Sustainability 2026, 18(2), 757; https://doi.org/10.3390/su18020757 - 12 Jan 2026

Viewed by 451

Abstract

This study examines the effectiveness of an eight-week AI training program aimed at enhancing teacher candidates’ pedagogical competence and AI literacy in rapidly changing and evolving educational environments. As the modern world continues to change and develop, the transformation of education, which is one of the most important elements of our lives, cannot be ignored. Accordingly, the integration of teacher candidates, who constitute key education stakeholders, into technological developments is very important in terms of both efficiency and sustainability. The “parallel–simultaneous design”, one of the mixed research methods in which quantitative and qualitative research methods are used together, was employed. In line with the stated purpose, the study started with a needs analysis conducted with 33 teacher candidates studying in different branches at the faculty of education. As a result of the needs analysis, knowledge gaps, digital skill levels and readiness for integration of artificial intelligence tools in future classrooms were determined. Its application to teacher candidates, instead of teachers in the profession, was determined by the needs analysis. The results indicate that it would be more beneficial to apply the education of the future to the teachers of the future and that they will find it easier to adapt to such training. Accordingly, a pre-test–post-test design was applied to observe how the participants changed, and an artificial intelligence literacy scale was also used. QDA Miner Lite was used for the analysis of the qualitative data, and SPSS 29.0 was used for the analysis of the quantitative data. During the eight-week training, Gamma programs were used for the presentation, Suno for audio, Midjourney for visuals and ChatGPT-4 for a descriptive search in order to provide better quality education to the participants. While practicing with these applications, the aim is to provide more up-to-date education that reveals problem-solving skills that include critical thinking exercises. According to the results, the teacher candidates who expressed that they were undecided or had insufficient knowledge reached a sufficient level in the post-test. In the light of these results, it can be stated that artificial-intelligence-oriented education is effective in developing sustainable pedagogical skills, digital literacy, readiness and professional self-confidence. The study also offers evidence-based recommendations for the design of future teacher training programs. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

16 pages, 258 KB

Open AccessArticle

Bridging Nature, Well-Being, and Sustainability Through Experiential Learning in Higher Education

by Micah Warners, Sarah E. Walker, Brett L. Bruyere, Kaiya Tamlyn and Jill Zarestky

Sustainability 2026, 18(1), 154; https://doi.org/10.3390/su18010154 - 23 Dec 2025

Cited by 2 | Viewed by 986

Abstract

Experiential education that connects students with nature and well-being offers a powerful approach to advance sustainability education. Beyond individual benefits, cultivating meaningful human–nature relationships is foundational to fostering environmental stewardship—an increasingly urgent global priority. Universities can play a critical role in preparing students for both professional success and civic, social, and environmental responsibility. This exploratory study examined which components of an experiential learning course most strongly influenced students’ understanding of nature as an asset for their well-being. The course, delivered at a satellite mountain campus of a U.S. university, incorporated Kolb’s stages of experiential learning through forest bathing, reflective journaling, and group outdoor activities. Semi-structured interviews with participants revealed that the coupling of course content with direct experiences in nature, learning alongside peers, and limited technology use were among the most impactful elements. These findings demonstrate that experiential learning environments that intentionally align theory with experience—and situate students in immersive, socially rich, and technology-limited settings—can deepen personal well-being and sustainability understanding. Higher education should embrace nature-based experiential learning to prepare environmentally responsible, critically reflective, and socially connected graduates capable of contributing to a more sustainable future. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

11 pages, 346 KB

Open AccessArticle

Sustainable Mobile Microlearning: Evaluating Learners’ Perceptions and Learning Outcomes in IT Education

by Zafer Yuca and Fahme Dabaj

Sustainability 2025, 17(23), 10860; https://doi.org/10.3390/su172310860 - 4 Dec 2025

Cited by 1 | Viewed by 873

Abstract

Mobile Microlearning (MML) has emerged as a sustainable digital learning strategy capable of improving cognitive efficiency, reducing learner fatigue, and supporting scalable instructional delivery. This study investigates how MML compares with conventional Mobile Learning (ML) when both formats deliver identical instructional content in an introductory programming module for undergraduate IT students. Sixty-eight students were randomly assigned to either an ML course or a redesigned MML course built from the same curriculum but reorganized into short, interactive micro-units. Learners completed a pre/post multiple-choice programming test and a five-scale Course Characteristics Questionnaire evaluating Ease of Use, Clarity & Coherence, Appeal, Difficulty, and Focus. Results indicated significant learning gains in both groups; however, the MML group demonstrated substantially greater improvement. Appeal, Difficulty, and Focus were the strongest predictors of learning growth, with Appeal and Difficulty significantly mediating the relationship between course format and performance. Because the two formats differed only in delivery design (not in content), the findings highlight micro-temporal structuring, lightweight interaction, and immediate feedback as key mechanisms driving the superiority of MML. Grounded in sustainability principles, the study shows that MML reduces cognitive load, enables more efficient study patterns, and provides a scalable, reusable content structure that supports accessible, resilient learning ecosystems. These results offer design-level insights for creating sustainable mobile instructional experiences in higher education IT programs. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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30 pages, 2922 KB

Open AccessArticle

Interaction Mechanism and Coupling Strategy of Higher Education and Innovation Capability in China Based on Interprovincial Panel Data from 2010 to 2022

by Shaoshuai Duan and Fang Yin

Sustainability 2025, 17(15), 6797; https://doi.org/10.3390/su17156797 - 25 Jul 2025

Cited by 3 | Viewed by 1505

Abstract

The sustainable development of higher education exhibits a strong and measurable association with the level of regional innovation capacity. Drawing on panel data covering 31 provincial-level administrative regions in China from 2010 to 2022, we construct evaluation frameworks for both higher education and regional innovation capacity using the entropy weight method. These are complemented by kernel density estimation, spatial autocorrelation analysis, Dagum Gini coefficient decomposition, and the Obstacle Degree Model. Together, these tools enable a comprehensive investigation into the spatiotemporal evolution and driving mechanisms of coupling coordination dynamics between the two systems. The results indicate the following: (1) Both higher education and regional innovation capacity indices exhibit steady growth, accompanied by a clear temporal gradient differentiation. (2) The coupling coordination degree shows an overall upward trend, with significant inter-regional disparities, notably “higher in the east and low in the west”. (3) The spatial distribution of the coupling coordination degree reveals positive spatial autocorrelation, with provinces exhibiting similar levels tending to form spatial clusters, most commonly of the low–low or high–high type. (4) The spatial heterogeneity is pronounced, with inter-regional differences driving overall imbalance. (5) Key obstacles hindering regional innovation include inadequate R&D investment, limited trade openness, and weak technological development. In higher education sectors, limitations stem from insufficient social service benefits and efficiency of flow. This study recommends promoting the synchronized advancement of higher education and regional innovation through region-specific development strategies, strengthening institutional infrastructure, and accurately identifying and addressing key barriers. These efforts are essential to fostering high-quality, coordinated regional development. Full article

(This article belongs to the Special Issue Adapting Education for a Changing Environment and Sustainable Development)

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