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Unleashing the Potential of Informatization Teaching for Sustainable Education
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Unleashing the Potential of Informatization Teaching for Sustainable Education

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

Deadline for manuscript submissions: 21 November 2024 | Viewed by 5501

Special Issue Editors

Dr. Chih-Chao Chung

E-Mail Website
Guest Editor
General Education Center, National Tainan Junior College of Nursing, Tainan, Taiwan
Interests: sustainable development; educational technology; STEAM education; virtual reality; augmented reality; problem-based learning
Special Issues, Collections and Topics in MDPI journals
Dr. Chienliang Lin

E-Mail Website
Guest Editor
Department of Information Management, Ming Chuan University, Taipei, Taiwan
Interests: e-commerce; online learning; STEAM education; AI in education; consumer behavior
Special Issues, Collections and Topics in MDPI journals
Dr. Yusheng Su

E-Mail Website
Guest Editor
Department of Computer Science and Information Engineering, National Chung Cheng University, Chiayi 621301, Taiwan
Interests: STEM education; AIoT; social media data mining; XR; computational thinking
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue aims to explore and promote the potential of informatization teaching in fostering sustainable education. Informatization teaching refers to the integration of information and communication technologies (ICT) into teaching and learning processes, enabling innovative and effective educational practices. Sustainable education emphasizes the development of knowledge, skills, and attitudes that contribute to a sustainable development and address environmental, social, and economic challenges.

We invite researchers, educators, and practitioners to contribute their original research and innovative approaches in, but not limited to, the following areas:

(1) STEAM education in the informatization era

* Exploring the integration of STEAM education principles and ICT tools;

* Assessing the effectiveness of virtual reality and augmented reality in STEAM learning;

* Designing and evaluating smart virtual reality curricula for sustainable education.

(2) Harnessing the potential of informatization for interdisciplinary research

* Investigating the impact of information technologies on interdisciplinary research;

* Analyzing bibliometric trends and visualization techniques for interdisciplinary studies;

* Examining the role of culture neuroscience and physical computing in sustainable education.

(3) Innovative approaches to informatization teaching with virtual reality and augmented reality

* Developing and evaluating virtual reality and augmented reality applications for sustainable education;

* Exploring problem-based learning (PBL) in virtual reality environments;

* Assessing the effectiveness of 3D printing courses for technical high school students.

(4) Informatization teaching in vocational high school engineering curriculum

* Examining the integration of informatization teaching in vocational high school engineering programs;

* Investigating the learning effectiveness of maker spaces and maker projects in vocational education;

* Designing and evaluating iSTEM learning models for vocational high school students.

(5) Sustainable development and green technology applications in informatization teaching

* Analyzing the impact of green technology in informatization teaching practices;

* Assessing the learning effectiveness of sustainable virtual reality technologies;

* Designing and implementing sustainable management indicators for ICT-based educational practices.

(6) Educational technology and instructional models for sustainable education

* Exploring interactive textbooks and innovative instructional models in the context of informatization teaching;

* Investigating the use of physical computing strategies to enhance students' coding literacy;

* Designing and evaluating the learning effectiveness of informatization teaching models.

(7) Fostering innovation and entrepreneurship through informatization teaching

* Investigating the role of informatization teaching in fostering innovation and entrepreneurial mindset;

* Analyzing the impact of ICT tools and platforms on entrepreneurial education;

* Designing and evaluating innovative approaches to promoting innovation and entrepreneurship in sustainable education.

We look forward to receiving innovative contributions that uncover the potential of informatization teaching in promoting sustainable education, and thus explore the transformative power of ICT in shaping the future of education.

Dr. Chih-Chao Chung
Dr. Chienliang Lin
Dr. Yusheng Su
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

  • informatization teaching
  • STEAM education
  • educational technology
  • sustainable development
  • virtual reality and augmented reality
  • innovation and entrepreneurship
  • vocational high school engineering curriculum

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Published Papers (2 papers)

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Research

21 pages, 994 KiB  
Article
A Serial Mediation Model of the Relationship between Digital Entrepreneurial Education, Alertness, Motivation, and Intentions
by Saeed Alzahrani and Anish Kumar Bhunia
Sustainability 2024, 16(20), 8858; https://doi.org/10.3390/su16208858 (registering DOI) - 13 Oct 2024
Viewed by 527
Abstract
This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether [...] Read more.
This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether individual levels of DEA and DEM independently and sequentially mediate the relationship between DEE and DEI. To collect the data, convenience sampling was utilized, involving 221 students from a single public university in Saudi Arabia, and a theoretical model was examined utilizing structural equation modelling (SEM) techniques in SPSS AMOS (Version 27). The results found that DEE had a significant positive impact on students’ DEIs, DEA had a significant positive impact on students’ DEI, and DEM had a significant positive impact on students’ DEI. Moreover, the results of the serial mediation analysis indicated that DEA and DEM served as independent and sequential mediators in the relationship between DEE and DEI. These findings provide further insight into the association between DEE and DEI, offering valuable implications for both entrepreneurship education curriculum developers and government policymakers. This study adds substantial contributions to the existing literature on entrepreneurship education and DEI. Full article
(This article belongs to the Special Issue Unleashing the Potential of Informatization Teaching for Sustainable Education)
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26 pages, 1029 KiB  
Article
The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective
by Wanshu Niu, Wuke Zhang, Chuanxia Zhang and Xiaofeng Chen
Sustainability 2024, 16(3), 1276; https://doi.org/10.3390/su16031276 - 2 Feb 2024
Cited by 2 | Viewed by 3941
Abstract
With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new [...] Read more.
With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new active and independent spaces for sustainable self-motivated learning for college students. It is of great importance that the effects of AI educator design are understood to ensure the sustainable development and deployment of AI-driven courses at universities. This paper investigates the influences of AI educators’ autonomy design on students’ usage intentions by delving into how the artificial autonomy of AI educators satisfies students’ needs. Drawing on the uses and gratification (U&G) framework, we theoretically elaborate on how AI educator autonomy (i.e., sensing autonomy, thought autonomy, and action autonomy) influences students’ intentions to use an AI educator through the mediating effects of U&G benefits (i.e., information-seeking gratification, social interaction gratification, and entertainment gratification). By conducting an online survey (N = 673) on college students, we found that the sensing autonomy of AI educators is positively associated with usage intention due to the mediating effects of social interaction and entertainment gratifications; the thought autonomy of AI educators is positively related to usage intention, mediated by information-seeking and social interaction gratifications, and the action autonomy of AI educators is positively linked with usage intention through the paths of information-seeking and entertainment gratifications. Our findings provide both theoretical contributions and practical implications. Full article
(This article belongs to the Special Issue Unleashing the Potential of Informatization Teaching for Sustainable Education)
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