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Integrated Learning Innovations
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Integrated Learning Innovations

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

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 24708

Special Issue Editors

Prof. Dr. Pablo Alejandro Quezada-Sarmiento

E-Mail Website
Guest Editor
Computer Languages and Systems Department, University of the Basque Country UPV/EHU, 20080 Donostia, Spain
Interests: computer science; education; learning innovations
Prof. Dr. Patricia Marisol Chango Cañaveral

E-Mail Website
Guest Editor
Ciencias Empresariales, Universidad Técnica Particular de Loja, 1101608 Loja, Ecuador
Interests: education; science; food; history

Special Issue Information

Dear Colleagues,

New technologies and especially "computational paradigms" can be used in a variety of fields, including educational ones. This fact helps in design, searching, presentation, exchange reuse, and learning objects, since technologies can store, organize, file, disseminate, transform, which saves time and educational resources. In the educational area, we have seen the need to create spaces where there are no limits on time or capacity; that is how education uses various platforms for the teaching–learning process.  At the level of higher education, especially in the fields of Computer Engineering and Education, academia shows significant enthusiasm for the development of various skills related to technological competencies. This fact leads to the need to adapt the use of complementary tools as cloud tools, a body of knowledge for correct Integrated Learning Innovations.

This Special Issue will outline the key issues and barriers involved with engaging technology directly in teaching and learning processes, with use of the Body of Knowledge and cloud computing providing interesting examples.

We seek contributions presenting, analyzing, and evaluating sustainable, innovative, and scalable pedagogical practices using smart technology. We welcome both empirical and theoretical contributions. Topics of interest include:

  • Technology-enhanced learning environments;
  • Issues related to maintaining sustainability in education in the context of rapidly developing technologies;
  • Evaluations of smart-technology-enhanced learning scenarios in educational settings;
  • Body of Knowledge on Education;
  • Cloud Computing on Education;
  • Design and evaluation of smart-technology-assisted support mechanisms for teachers and students;
  • Pedagogical Models based on technologies.

Prof. Dr. Pablo Alejandro Quezada-Sarmiento
Prof. Dr. Patricia Marisol Chango Cañaveral
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

  • education
  • computer science
  • cloud computing
  • body of knowledge
  • learning
  • innovation

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Published Papers (4 papers)

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Research

21 pages, 1317 KiB  
Article
Gender Disparity in Science, Technology, Engineering, and Mathematics (STEM) Programs at Jordanian Universities
by Omar Bataineh, Ahmad Qablan, Shashidhar Belbase, Rachel Takriti and Hassan Tairab
Sustainability 2022, 14(21), 14069; https://doi.org/10.3390/su142114069 - 28 Oct 2022
Cited by 3 | Viewed by 4309
Abstract
Science, Technology, Engineering, and Mathematics (STEM) has been one of the top educational priorities of several countries to promote 21st-century skills with creativity, critical thinking, collaboration, communication together with problem-solving. This study aimed to identify university students’ preference for STEM subjects and the [...] Read more.
Science, Technology, Engineering, and Mathematics (STEM) has been one of the top educational priorities of several countries to promote 21st-century skills with creativity, critical thinking, collaboration, communication together with problem-solving. This study aimed to identify university students’ preference for STEM subjects and the percentage of those who earn a university degree in any STEM field. The sample consisted of 16,134 male and female students who had graduated with a degree in any of the STEM fields between 2008 and 2018. Data analysis revealed a disparity in preferences and percentages of males and females who enroll in STEM education, whilst male students prefer to pursue a degree in almost every field of engineering, female students prefer to study fields related to medical sciences, basic sciences, and mathematics. The study attributes that disparity to the job market’s hiring preferences. The study suggested certain multisectoral suggestions to address gender disparity and spark Jordanian women’s interest in pursuing STEM education. Full article
(This article belongs to the Special Issue Integrated Learning Innovations)
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15 pages, 778 KiB  
Article
Factors Influencing Chinese College Students’ Innovation and Entrepreneurship Ability: The Moderating Effect Test Based on Entrepreneurial Atmosphere
by Lin Zhao, Hongxia Li and Lei Chen
Sustainability 2022, 14(20), 13020; https://doi.org/10.3390/su142013020 - 12 Oct 2022
Cited by 8 | Viewed by 3726
Abstract
Background: Innovation and entrepreneurship education is the fundamental way to apply talent training in colleges and universities. The improvement of innovation and entrepreneurship ability is the embodiment of the success of innovation and entrepreneurship education. This paper discusses the influence mechanisms of entrepreneurial [...] Read more.
Background: Innovation and entrepreneurship education is the fundamental way to apply talent training in colleges and universities. The improvement of innovation and entrepreneurship ability is the embodiment of the success of innovation and entrepreneurship education. This paper discusses the influence mechanisms of entrepreneurial consciousness, entrepreneurial motivation, and entrepreneurial cognition on innovation and entrepreneurship ability. It analyzes the effect of the entrepreneurial atmosphere on the relationship between entrepreneurial consciousness, entrepreneurial motivation, and innovation and entrepreneurship ability. Methods: Based on the data from 1944 questionnaires, we used SPSS24.0 and AMOS22.0 software to analyze the composition and influencing factors of college students’ innovation and entrepreneurship ability. We constructed a structural equation model for empirical research. Results: The results showed that the scale of innovation and entrepreneurship ability had good reliability and validity. Entrepreneurial consciousness, entrepreneurial motivation, and entrepreneurial cognition had significant positive effects on innovation and entrepreneurship ability. Entrepreneurial atmosphere plays a moderating effect in the process that entrepreneurial consciousness affects innovation and entrepreneurship ability and entrepreneurial motivation affects innovation and entrepreneurship ability. Finally, based on China’s national conditions, we proposed suggestions to improve college students’ innovation and entrepreneurship ability from the two aspects of education and base construction to provide a reference for colleges and universities to transport entrepreneurial talents to society. Full article
(This article belongs to the Special Issue Integrated Learning Innovations)
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19 pages, 2002 KiB  
Article
Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19
by Viknesh Nair and Melor Md Yunus
Sustainability 2022, 14(15), 9215; https://doi.org/10.3390/su14159215 - 27 Jul 2022
Cited by 12 | Viewed by 9271
Abstract
Speaking in English is one of the most important skills that students must learn in school, and it is a pertinent tool for communicating in the real world. However, pupils in rural schools often faced difficulty in conversing in the English language, as [...] Read more.
Speaking in English is one of the most important skills that students must learn in school, and it is a pertinent tool for communicating in the real world. However, pupils in rural schools often faced difficulty in conversing in the English language, as they did not have adequate opportunities or an engaging environment to practice the language, especially during the COVID-19 pandemic. It was observed though School-Based Assessment (SBA) that pupils had limited levels of fluency, accuracy, and pronunciation. Hence, this quasi-experimental study aims to investigate the use of Toontastic 3D, a digital storytelling app, to improve pupils’ speaking skills. In this study, a pre- and post-test and a questionnaire were used as methods for data collection. The findings revealed that the potential benefits of digital storytelling had a beneficial impact on pupils’ speaking skills. The findings also demonstrated that digital storytelling engaged students in the story’s content not just by encouraging motivation and curiosity but also by instilling confidence in their ability to speak in English. The results from the questionnaire indicate that digital storytelling facilitates 21st-century learning by allowing interactive and collaborative learning that encourages pupils to speak English. Moreover, pupils were more engaged, confident, and motivated to converse in English. Hence, digital storytelling, especially in the age of COVID 19, can be utilised as an effective teaching repertoire to create a dynamic learning environment that stimulates students to participate actively during speaking classes. Full article
(This article belongs to the Special Issue Integrated Learning Innovations)
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19 pages, 2723 KiB  
Article
Design-Based Research on Teacher Facilitation in a Pedagogic Integration of Flipped Learning and Social Enquiry Learning
by Morris Siu-Yung Jong, Gaowei Chen, Vincent Tam, Ming-Tak Hue and Mengyuan Chen
Sustainability 2022, 14(2), 996; https://doi.org/10.3390/su14020996 - 17 Jan 2022
Cited by 9 | Viewed by 5977
Abstract
This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. [...] Read more.
This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings. Full article
(This article belongs to the Special Issue Integrated Learning Innovations)
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