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Education for Sustainable Development: Current Issues and Future Implications 2nd Edition

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

Deadline for manuscript submissions: closed (15 April 2024) | Viewed by 1515

Special Issue Editor

Dr. Xuesong Zhai

E-Mail Website
Guest Editor
School of Education, Zhejiang University, Hangzhou, China
Interests: smart learning environments; teacher burnout; emerging technology-enhanced educational environments
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rate of diversity, uncertainty, and interdependence in our surroundings are responsible for micro- and macro-level trends and patterns that are not casually observable. Educating responsible citizens for sustainable development in the 21st century is a far more complex and multifaceted challenge for educators, researchers, and policymakers. It is fundamental to teach individuals how to learn, adjust, and adapt in order to create a better tomorrow.

Conceptually, Education for Sustainable Development (ESD) can be bifurcated into two domains. Firstly, by addressing ‘responsible local and global citizenship behavior,' which emphasizes the role of eco-centric citizenship and sustainable leadership practices to drive change on socio, economic, or ecological fronts. Secondly, by underlining the significance of 'inventing and affecting the future, by provoking the sense of passion and compassion, willingness to participate and to take risks, and envisioning creative thinking among eco-responsible stakeholders to drive a sustainable tomorrow.’

Among the seventeen recognized goals constituting the shared blueprint of a sustainable future that were set by the United Nations in 2015, ESD leads the way in promoting sustainable action and preserving Mother Earth for the next generations. Specifically, ESD directly impacts work quality and economic growth, industrialization, responsible consumption, and production, fostering innovation that can create better quality of life on land and below water. It can also potentially lead to zero hunger and poverty, climate action, and social and ecological wellbeing.

Original research and reviews from the research fields of psychology, STEM education, business, and multi-disciplinary fronts in social sciences are welcome. The topics may include (but are not limited to) the following:

  • Role of literacies in communicating and educating society;
  • Smart learning environments and teaching styles;
  • Role of educational entrepreneurs in creating a sustainable future;
  • Designing and innovating pedagogy for a sustainable tomorrow;
  • Higher education/tertiary-level education for sustainable development;
  • Education to enable civic engagement;
  • How to solve eco-centric issues (i.e., climate change) through educating people;
  • Formal and informal educational settings for communicating and teaching  sustainable development;
  • The power of sustainability-oriented creativity and thinking skills;
  • Role of ICT and smart technology in enabling for sustainable development and a green future (it includes blockchain, Artificial Intelligence, and Big Data).

We look forward to receiving your contributions.

Dr. Xuesong Zhai
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

  • education for sustainable development
  • innovative pedagogy
  • smart learning environments

Published Papers (2 papers)

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30 pages, 2830 KiB  
Article
Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success
by Ali Saleh Alammary
Sustainability 2024, 16(12), 4923; https://doi.org/10.3390/su16124923 - 8 Jun 2024
Viewed by 503
Abstract
Selecting the most appropriate components for a blended learning course is a multifaceted challenge influenced by various criteria. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics in designing [...] Read more.
Selecting the most appropriate components for a blended learning course is a multifaceted challenge influenced by various criteria. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics in designing sustainable and engaging blended courses by investigating the impact of these criteria on the selection of blended learning components. By selecting the right mix of components, academics can foster a sustainable and meaningful involvement of students in their learning process over time, ensuring that students’ engagement is both enduring and beneficial in achieving academic success. A modified Delphi survey was utilized in this study, involving the participation of eighteen experts experienced in instructional design and online teaching. The analysis primarily relied on quantitative methods, utilizing the mean (to indicate central tendency) and standard deviation (to measure dispersion) for presenting the experts’ responses. Additionally, qualitative analysis of experts’ comments provided deeper insights into their quantitative ratings. Findings indicate that face-to-face collaborative activities should be the preferred method of delivery for academics aiming to enhance students’ engagement and foster their higher-order thinking skills, which students often find challenging. However, this approach is most effective when the group size is manageable. For larger student groups, online collaborative work can be a suitable alternative, provided there is ample online resource support. The results also indicate that online self-paced learning can be advantageous for lower-order thinking learning outcomes, particularly in situations where teaching staff is limited. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Current Issues and Future Implications 2nd Edition)
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16 pages, 2194 KiB  
Systematic Review
Sustainability in Educational Research: Mapping the Field with a Bibliometric Analysis
by İsmail Dönmez
Sustainability 2024, 16(13), 5541; https://doi.org/10.3390/su16135541 - 28 Jun 2024
Viewed by 360
Abstract
This research uncovers contemporary patterns by employing the bibliometric analysis approach to analyze sustainability research in the education domain. Consequently, we map the academic outputs and observe a tendency of increased publications, which proves the growing interest in global sustainability imperatives with the [...] Read more.
This research uncovers contemporary patterns by employing the bibliometric analysis approach to analyze sustainability research in the education domain. Consequently, we map the academic outputs and observe a tendency of increased publications, which proves the growing interest in global sustainability imperatives with the help of WoS data. Regarding the publications, the United Kingdom, Germany, and the United States were the most productive, stressing an international focus and interdisciplinarity. The analysis showed that there was a shift in the topic focus from environmental education to sustainable education as a result of integrating SDGs into every level of education. As such, the results highlight the role of education in sustainability and necessitate more research for better evaluation and implementation of educational efforts. This study not only presents a history of the field but also sets a future agenda for the discipline, which is the significance of education for sustainability. In this way, our work enhances the knowledge of sustainability in education, and the results of our work lay a theoretical and methodological basis for further research and activities in the field. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Current Issues and Future Implications 2nd Edition)
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