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Sustainability
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Technology-Enhanced and AI-Enhanced Learning for Sustainable Education: Innovations and Pathways
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Technology-Enhanced and AI-Enhanced Learning for Sustainable Education: Innovations and Pathways

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

Deadline for manuscript submissions: 3 October 2025 | Viewed by 8016

Special Issue Editor

Prof. Dr. Stanislav Avsec

E-Mail Website
Guest Editor
Department for Physics and Technology Education, Faculty of Education, University of Ljubljana, SI-1000 Ljubljana, Slovenia
Interests: design, technology and engineering education; education for sustainable development; creativity and innovative learning; educational technology and artificial intelligence; knowledge and innovation management; cognitive science
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue seeks to delve into the transformative power of technology-enhanced and artificial intelligence (AI)-enhanced learning within the ambit of sustainable education. As digital innovations continue to redefine the educational sphere, the fusion of sophisticated technologies and artificial intelligence heralds innovative learning methodologies that are efficacious and geared towards sustainability. The swift paces of technological and AI evolution necessitate a critical reassessment of current educational models, encouraging a closer alignment with the United Nations Sustainable Development Goals (SDGs) while addressing the existing disparities in implementation and comprehension.

The enactment of sustainable education as a practice that should be environmentally mindful, economically viable, and socially just is gaining momentum. Yet, the integration of emerging technology and AI within educational frameworks introduces complex challenges. These encompass ethical and equity issues, the need for universal access, the tangible outcomes on learning efficiency and effectiveness, and the capability to scale and adapt these innovations across diverse educational landscapes. Furthermore, ensuring that such technological advancements, especially those driven by AI, are in sync with the SDGs requires careful consideration.

This issue explores solutions to these challenges by showcasing innovative approaches and strategies that harness technology and artificial intelligence. Our goal is to create learning environments that support sustainability, resilience, and high-quality digital ecosystems, ultimately promoting sustainable education.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Innovative educational models using technology and AI to enhance learning experiences and outcomes within sustainable education.
  • The role of AI in personalizing learning and promoting sustainable educational practices.
  • Assessment and evaluation of sustainable education outcomes using AI.
  • Ethical considerations and implications of integrating emerging technology and AI in educational settings for sustainable future.
  • Studies on successful implementations of technology and AI for sustainable education.
  • The impact of technology-enhanced and AI-enhanced learning on educational accessibility and equity.
  • Future trends and challenges in leveraging technology and AI for education sustainability.
  • Teacher professional development for emerging technology and AI integration into their sustainable teaching practices.
  • Cross-disciplinary approaches to technology and AI in education that contribute to the Sustainable Development Goals (SDGs).
  • Collaborative smart technologies that support sustainable educational communities and networks.

 

I look forward to receiving your contributions.

Prof. Dr. Stanislav Avsec
Guest Editor

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

  • sustainable education
  • technology-enhanced learning
  • artificial intelligence-enhanced learning
  • educational innovation
  • high-performance digital ecosystems
  • accessibility and equity
  • ethical AI in education
  • personalized learning
  • emerging educational technologies.

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

42 pages, 1543 KiB  
Article
Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework
by Brina Kurent and Stanislav Avsec
Sustainability 2024, 16(21), 9319; https://doi.org/10.3390/su16219319 - 26 Oct 2024
Cited by 1 | Viewed by 2344
Abstract
In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was [...] Read more.
In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education. Full article
(This article belongs to the Special Issue Technology-Enhanced and AI-Enhanced Learning for Sustainable Education: Innovations and Pathways)
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18 pages, 1620 KiB  
Article
A Study on Teachers’ Willingness to Use Generative AI Technology and Its Influencing Factors: Based on an Integrated Model
by Haili Lu, Lin He, Hao Yu, Tao Pan and Kefeng Fu
Sustainability 2024, 16(16), 7216; https://doi.org/10.3390/su16167216 - 22 Aug 2024
Cited by 7 | Viewed by 4878
Abstract
The development of new artificial intelligence-generated content (AIGC) technology creates new opportunities for the digital transformation of education. Teachers’ willingness to adopt AIGC technology for collaborative teaching is key to its successful implementation. This study employs the TAM and TPB to construct a [...] Read more.
The development of new artificial intelligence-generated content (AIGC) technology creates new opportunities for the digital transformation of education. Teachers’ willingness to adopt AIGC technology for collaborative teaching is key to its successful implementation. This study employs the TAM and TPB to construct a model analyzing teachers’ acceptance of AIGC technology, focusing on the influencing factors and differences across various educational stages. The study finds that teachers’ behavioral intentions to use AIGC technology are primarily influenced by perceived usefulness, perceived ease of use, behavioral attitudes, and perceived behavioral control. Perceived ease of use affects teachers’ willingness both directly and indirectly across different groups. However, perceived behavioral control and behavioral attitudes only directly influence university teachers’ willingness to use AIGC technology, with the impact of behavioral attitudes being stronger than that of perceived behavioral control. The empirical findings of this study promote the rational use of AIGC technology by teachers, providing guidance for encouraging teachers to actively explore the use of information technology in building new forms of digital education. Full article
(This article belongs to the Special Issue Technology-Enhanced and AI-Enhanced Learning for Sustainable Education: Innovations and Pathways)
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