Submit to Special Issue Submit Abstract to Special Issue Review for Sustainability Propose a Special Issue

Journal Menu

Journal Browser

Creating an Innovative Learning Environment

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Benefits of Publishing in a Special Issue
Published Papers

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

Deadline for manuscript submissions: 1 August 2026 | Viewed by 21375

Share This Special Issue

Special Issue Editor

Prof. Dr. Olga Arias-Gundín

E-Mail Website
Guest Editor

Psychology, Sociology and Philosophy Department, University of León, 24071 León, Spain
Interests: prevention and early detection of writing-related learning difficulties; instruction for the improvement of writing in the university context; assessment and instruction in the processes and strategies involved in textual revision

Special Issue Information

Dear Colleagues,

The focus of this special issue will be on how innovation in teaching, technology, and curriculum design can foster dynamic, inclusive, and effective learning environments. We welcome papers that explore a broad range of topics related to creating spaces where learners can thrive—whether physical, virtual, or hybrid. We are particularly interested in research that examines the intersection of pedagogy, digital tools, student engagement, and the broader social and cultural contexts in which learning occurs.

This special issue aims to not only reflect on the current state of educational innovation but also to envision the future of learning environments in a rapidly evolving global context. We encourage contributions that push the boundaries of traditional thinking and offer fresh perspectives on how we can design and implement environments that inspire creativity, critical thinking, and collaboration.

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

The role of technology in shaping learning spaces
Innovations in pedagogical approaches and teaching methodologies
The impact of social and cultural factors on learning environments
Designing inclusive learning spaces for diverse student populations
Collaborative and interdisciplinary approaches to teaching and learning
The future of educational spaces in a post-pandemic world

I look forward to receiving your contributions.

Prof. Dr. Olga Arias-Gundín
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 250 words) can be sent to the Editorial Office for assessment.

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

innovation
teaching
technology
curriculum design
learning environments
digital tools
student engagement
collaborative learning
inclusive education
educational spaces

Benefits of Publishing in a Special Issue

Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

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

Published Papers (8 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

Jump to: Review

18 pages, 1296 KB

Open AccessArticle

Sustainability Education Through Augmented Ecological Relating with More-than-Human Companions

by Priyanka Parekh, Joseph L. Polman and R. Benjamin Shapiro

Sustainability 2026, 18(5), 2399; https://doi.org/10.3390/su18052399 - 2 Mar 2026

Viewed by 194

Abstract

Sustainability education increasingly calls for innovative learning environments that help learners recognize ecological interdependencies and challenge anthropocentric worldviews. Everyday multispecies relationships, such as with companion animals, often underexplored, offer opportunities for cultivating ecological literacy and care. This paper introduces Augmented Ecological Relating (AER), an approach that combines Augmented Reality (AR) with embodied inquiry to explore multispecies perspectives. Going beyond embodied inquiry, AER specifies how digital augmentation can systematically support learners’ iterative noticing, ethical reasoning, and action within everyday multispecies ecosystems. We draw on a virtual summer workshop for adolescents in which participants used AR filters simulating dog and cat vision to investigate their pets’ sensory worlds. We used qualitative case study methods to examine how AR tools mediated human youths’ noticing, inquiry, and reflection. We found that the AR filters used in the study’s context enabled participants to critically reconsider pet behaviors within home ecologies. Participants recognized companion animals as ecological beings with distinct sensory experiences, explored interconnections among humans, animals, and environments, and reflected on ethical responsibilities in multispecies relationships. Through iterative inquiry, youth moved beyond companionship to sustainability-oriented perspectives grounded in relational care, systems thinking, and practical action. By embedding digital augmentation into everyday contexts, AER enabled learners to engage with more-than-human perspectives, fostering ecological awareness, ethical reflection, and sustainability literacy in accessible, meaningful ways. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

24 pages, 933 KB

Open AccessArticle

SDG-Driven Entrepreneurship Through Technology Solutions in Higher Education Enhanced by Problem-Based Learning: An Active Learning Approach in a Smart Classroom Environment

by Josep Petchamé, Dubravka Novkovic, Paul Fox, Lisa Kinnear and Ricardo Torres-Kompen

Sustainability 2026, 18(4), 1849; https://doi.org/10.3390/su18041849 - 11 Feb 2026

Viewed by 399

Abstract

This article describes a problem-based learning (PBL) intervention enhanced by a smart classroom environment, which supported online interactions and class activities. The academic experience was centered on the United Nations Sustainable Development Goals (SDGs). Multidisciplinary teams of first-year students worked with private companies on briefs explicitly mapped to the SDGs, where instruction combined coaching sessions, peer feedback, and short videos that scaffolded problem analysis, value proposition design, business-model development, and Minimum Viable Product (MVP) prototyping. Once the student teams completed the activity, a qualitative survey using the Bipolar Laddering (BLA) tool was administered to analyze the suitability of the PBL methodology for the activity. BLA elicits respondent-generated positive and negative poles and associated justifications through open questions; unlike structured questionnaires, it does not condition answers and foregrounds the students’ own categories of meaning. Findings are reported as observed patterns across teams and briefs rather than as claims of impact. The analysis attends to the role of technological scaffolds for first-year university students. The contribution of this research is twofold: (1) providing a replicable course design that situates sustainability and the SDGs in a real-world context, positioning early-stage undergraduates to practice design thinking and entrepreneurial action within an active learning approach; and (2) preserving students’ voices through the BLA tool in an activity that links PBL implementation to SDG-oriented outcomes. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

25 pages, 535 KB

Open AccessArticle

Integrating Computer Science and Informatics Education in Primary Schools: Insights from a Slovenian Professional Development Initiative

by Andrej Flogie, Alenka Lipovec and Jakob Škrobar

Sustainability 2025, 17(20), 9068; https://doi.org/10.3390/su17209068 - 13 Oct 2025

Viewed by 1304

Abstract

In this study, we present a professional development programme for teachers launched to introduce Computer Science and Informatics (CSI) in primary education in Slovenia. The study aims to examine which CSI core concepts teachers most frequently choose to integrate into their lessons when given the freedom to select the topics within the framework, and to explore how students engage with and respond to these activities, as reported in teachers’ reflections. This study is based on reflective feedback from forty-seven teachers from seven primary schools who implemented interdisciplinary lessons that integrate CSI content into existing primary school curricula. Qualitative data from 152 reflections were used to support our research findings. The results show that teachers most frequently introduced the concepts from the content area of algorithms and programming. In contrast, content areas such as computing systems, networks and the internet, data and analysis, and impacts of computing received less attention. Teachers reported that students were motivated and engaged, although some challenges emerged, including difficulties in solving tasks or following instructions. As this pilot study reports on the first year of a two-year initiative, the findings provide preliminary insights into how a structured professional development programme for teachers can support interdisciplinary approaches in CSI education. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

25 pages, 1417 KB

Open AccessArticle

The What, Why, and How of Climate Change Education: Strengthening Teacher Education for Resilience

by Alex Lautensach, David Litz, Christine Younghusband, Hartley Banack, Glen Thielmann and Joanie Crandall

Sustainability 2025, 17(19), 8816; https://doi.org/10.3390/su17198816 - 1 Oct 2025

Cited by 1 | Viewed by 2960

Abstract

This paper offers content priorities, justifications, and pedagogical approaches for the integration of climate change education into the training of teachers, and thus into public schooling. To meet urgent imperatives presented by the polycrisis of the Anthropocene, climate change education must be inclusive, comprehensive, flexible, and regionally responsive. Climate change education can be achieved by adapting regional programs for teacher education to meet those requirements. An example is the Climate Education in Teacher Education (CETE) project in northern British Columbia, Canada. Using the Education Design-Based Research methodology, the project addresses critical questions for curricular and pedagogical development of teachers to address the following three questions: (a) what content and outcomes to prioritize, (b) why these elements matter, and (c) how to implement them effectively. Over two years, CETE engaged pre-service and in-service teachers through workshops, reflective practices, and consultations with Indigenous communities. Our tentative answers emphasize the importance of adapting curriculum and pedagogy to foster community resilience, address climate anxiety, and promote an ethical renewal toward sustainability. The iterative development of objectives as “High-Level Conjectures” provides flexibility and reflexivity in the design process in the face of rapid contextual change. CETE developed practical pedagogical tools and workshop strategies that align educational priorities with local and global needs. This study offers a replicable framework to empower educators and communities in diverse locations to navigate the complexities of the climate crisis in their quest for a more secure and sustainable future. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

14 pages, 4081 KB

Open AccessArticle

Designing a Sustainable Pilot Garden to Promote Environmental Education at Carlos Albán Holguín School in Bogotá, Colombia

by Angie Tatiana Ortega-Ramírez, Arley Lida Moreno, José Enrique Luna Correa, Miriam Reyes Tovar, Oscar Silva-Marrufo and Miriam América Caballero Olvera

Sustainability 2025, 17(17), 7570; https://doi.org/10.3390/su17177570 - 22 Aug 2025

Viewed by 2295

Abstract

Lack of food security is a major threat at the local and global levels. This research focused on the design and implementation of a school garden at Carlos Albán Holguín school as a strategy to ensure food for vulnerable communities and promote environmental education. This project was structured in six stages including diagnosis, characterization, formulation, and pilot validation. Data were collected through surveys and checklists, which evaluated the garden’s conditions and students’ understanding of environmental practices. Key findings revealed significant improvements in students’ knowledge of sustainable agriculture upon implementing the garden, with 75% demonstrating outstanding comprehension and 80% effectively applying organic farming principles. Promoting and implementing urban agriculture benefits surrounding communities, reduces environmental impact, promotes social awareness of current food security challenges, and promotes economic growth in cities. The main conclusion of this research is that integrating environmental education within the school curriculum can significantly enhance food security and foster environmental stewardship. This research underscores the importance of sustainable urban gardens in addressing nutritional deficiencies and promoting sustainable agriculture practices in urban settings. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

22 pages, 1870 KB

Open AccessArticle

Promoting Sustainable Career Development in Inclusive Education: A Psychometric Study of Career Maturity Among Students with Special Educational Needs

by Fengzhan Gao, Lan Yang, Lawrence P. W. Wong, Qishuai Zhang, Kuen Fung Sin and Alessandra Romano

Sustainability 2025, 17(14), 6641; https://doi.org/10.3390/su17146641 - 21 Jul 2025

Viewed by 2194

Abstract

Despite progress in inclusive education, students with Special Educational Needs (SEN) often lack valid, tailored tools for career assessment, limiting equitable transitions to adulthood and employment. Closing this gap is crucial for Sustainable Development Goal 4 (SDG 4), which calls for quality and inclusive educational opportunities. This study addresses this need by adapting and validating a 16-item Career Maturity Inventory-Form C (CMI-C) for Chinese post-secondary SEN students (n = 34) in vocational training in higher education. Rasch modeling, supported by exploratory factor analysis, indicated that a two-factor structure—‘career choice readiness’ and ‘intention to seek career consultation’—provided the best fit to the data, rather than the originally hypothesized four-factor model. The results were more consistent with a two-dimensional structure than with prior four-factor frameworks, though both were explored. Two poorly performing items were removed, resulting in a fourteen-item scale with acceptable item fit and reliability indices in this hard-to-reach group. This restructuring suggests constructs such as concern, confidence, and curiosity are closely linked in SEN populations, underscoring the value of context-sensitive assessment. The revised instrument demonstrated satisfactory model fit and internal consistency; however, convergent validity and practical utility should be interpreted cautiously given the modest sample size. While further validation in larger and more diverse samples is warranted, this study offers preliminary evidence for an adapted, inclusive assessment tool that aligns with SDG 4’s aim to promote equity and empower SEN students in educational and career pathways. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

18 pages, 606 KB

Open AccessArticle

The Challenges of the VUCA World and the Education System: The Need for Change to Ensure Sustainable Learning Process

by Mihaela Minciu, Cristina Veith, Razvan Catalin Dobrea and Carmen Nadia Ciocoiu

Sustainability 2025, 17(14), 6600; https://doi.org/10.3390/su17146600 - 19 Jul 2025

Cited by 2 | Viewed by 6304

Abstract

The accelerated transformations in the education system marked by volatility, uncertainty, complexity, and ambiguity (VUCA) require a rethinking of pedagogical approaches. The VUCA environment requires a new educational management system in line with new technological trends in order to respond effectively to all the internal and external factors that may affect the quality of teaching. A particularly important course of action is updating teaching methods by combining traditional teaching methods with new interactive methods that promote the introduction of certain digital applications during the teaching of new topics. In this sense, the quantitative research carried out in the present study among second-year students from the psycho-pedagogical program organized by the Bucharest University of Economic Studies, Romania, has highlighted the fact that innovative teaching methods are more effective, contributing to the development of personality and communication skills among pupils and students. Also, the results obtained after applying the Mann–Whitney test showed that there is a significant difference between students involved in different educational activities and those who do not have contact with the educational environment in terms of perceiving the volatility, uncertainty, complexity and ambiguity of the educational environment. At the same time, in the context of the VUCA world, in order to ensure the effectiveness of the teaching–learning process, teachers need to develop new skills such as stress management, adaptability, creativity, technological skills, and time management. Addressing the specific competencies that teachers need to acquire in order to improve their teaching and to respond effectively to the volatility, uncertainty, complexity and ambiguity in education, this study contributes to the creation of a sustainable education system, which is able to cope with all transformations (technological, legislative, socio-economic, etc.). The article is based on the results obtained in the postdoctoral research conducted at the end of 2024. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Figure 1

Review

Jump to: Research

20 pages, 1673 KB

Open AccessReview

Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective

by Mestawot Beyene Tafese and Erika Kopp

Sustainability 2025, 17(10), 4342; https://doi.org/10.3390/su17104342 - 11 May 2025

Cited by 5 | Viewed by 4476

Abstract

Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising equity, cultural diversity, human rights, and community resilience—remains under-explored. The present study employed a reflexive thematic review and quantitative analysis of relevant sources, of which there were 67, that were published between 2010 and 2024. The objective of this investigation was to examine the extent to which social sustainability is integrated into ESD. A thorough examination of the existing literature resulted in the identification of four overarching themes: the conceptualization of social sustainability, pedagogical approaches, barriers to implementation, and policy and institutional support. The quantitative findings indicated that conceptualization was the most emphasized theme, receiving 169 weighted points. The implementation of policy support and pedagogical strategies received 82 and 71 weighted points, respectively. A comprehensive review of contemporary trends reveals a persistent escalation in societal awareness concerning social sustainability, accompanied by a pronounced shift towards participatory pedagogical practices following the year 2020. Notwithstanding the progress that has been achieved, challenges such as inflexible curricula and inadequate institutional support persist. This study presents a series of fundamental recommendations designed to optimize educational practice. The most significant of these is the necessity to enhance the pedagogical training of educators. Furthermore, this study calls for the development of curricula that exhibit a high degree of flexibility and interdisciplinary orientation. Furthermore, it is advised that educational policies be aligned with Target 4.7 of the Sustainable Development Goals. This study’s findings suggest the need for the enhancement of assessment frameworks with the overarching objective of fostering inclusive and socially sustainable educational practices. Full article

(This article belongs to the Special Issue Creating an Innovative Learning Environment)

► Show Figures

Journal Menu

Journal Browser

Creating an Innovative Learning Environment

Share This Special Issue

Special Issue Editor

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (8 papers)

Research

Review

Further Information

Guidelines

MDPI Initiatives

Follow MDPI