Towards Sustainable Futures: Innovations in Education

Dear Colleagues,

The concept of creating the future in education involves the incorporation of creative methods to promote equity, inclusion, and resilience in society. In the contemporary era, where we confront challenges such as climate change, technological progress, and social divides, the significance of education in shaping the future has never been more important. Educators around the globe are aware of these weaknesses and are modifying their methodologies to better equip students for a transforming world. The 2017 UNESCO report, “Education for Development; Learning Goals”, emphasises the necessity for educational strategies that facilitate the acquisition of essential knowledge, skills, values, and mindsets, enabling learners to actively contribute to sustainable progress. This report highlights the role of education in achieving the United Nations Sustainable Development Goals (SDGs), especially SDG 4, which envisages equitable, inclusive, and high-quality education, while supporting continuous learning opportunities for all. Furthermore, advances in technology also promise to improve education for sustainable development in this environment. In this scenario, technological advancement represents a great potential for educational practices. Blended and online learning approaches using platforms and Open Educational Resources (OERs) expand access to quality education and create environments that foster inclusive learning opportunities. Anderson and Dron (2011) highlight how online learning and digital resources can increase learner engagement and create learning opportunities. Furthermore, the application of generative artificial intelligence (GenAI) and data analytics is enabling the customisation of educational materials to meet the specific needs of each learner, thereby enhancing educational outcomes and reducing inequalities.

Technology and pedagogical advances are also essential for promoting sustainable education. Critical thinking, problem-solving, and collaboration are essential for tackling challenging environmental issues through project-based learning and experiential learning. Thomas and Brown (2011) demonstrated that these active learning approaches promote deeper understanding and collaboration among learners. Stevenson et al. (2017) suggest that integrating environmental education and sustainability science into the curriculum will help students become informed and responsible global citizens. Supporting these pedagogical innovations, policy frameworks and institutional practices are critical to advancing sustainable education. The Education for Sustainability Framework (Tilbury & Wortman, 2004) provides a comprehensive approach to embedding sustainability into educational policies and institutions. In this framework, authors emphasize the importance of leadership, community engagement, and interdisciplinary collaboration in creating sustainable educational environments.

Our goal in this Special Issue is to bring together a variety of works that present creative educational methods and studies that support a long-term future. By combining technological teaching strategies and policy advancements, we can revolutionize systems and effectively prepare students for the demands and opportunities of modern times. This, in turn, can pave the way for a sustainable and welcoming world.

Research areas may include (but are not limited to) the following:

1. Technological Integration in Sustainable Education;
2. Digital Learning Platforms and Accessibility;
3. Artificial Intelligence in Personalized Learning;
4. Project-Based Learning and Sustainability;
5. Environmental Education and Curriculum Development;
6. Competency-Based Education Models;
7. Educational Policy and Sustainability Frameworks;
8. Community Engagement and Educational Practices;
9. Interdisciplinary Approaches to Education for Sustainable Development;
10. Global Case Studies of Sustainable Education Practices.

References:

1. UNESCO, Education for Sustainable Development Goals: learning objectives. UNESCO, 2017. doi: 10.54675/CGBA9153.
2. T. Anderson and J. Dron, ‘Three generations of distance education pedagogy’, The International Review of Research in Open and Distributed Learning, vol. 12, no. 3, pp. 80–97, Mar. 2011, doi: 10.19173/irrodl.v12i3.890.
3. D. Thomas and J. S. Brown, A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, 1st edition. Charleston, SC: CreateSpace Independent Publishing Platform, 2011.
4. R. Stevenson, M. Brody, J. Dillon, A. E. J. Wals, and R. B. Stevenson, Eds., International handbook of research on environmental education. New York, N.Y.: Routledge, 2013.
5. D. Tilbury and D. Wortman, ‘Engaging People in Sustainability’, IUCN Commission on Education and Communication.

Dr. Marko Radovan
Dr. Tadej Košmerl
Dr. Danijela Makovec Radovan
Guest Editors

Manuscript Submission Information

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• sustainable education
• educational innovation
• blended learning
• open educational resources (OERs)
• AI in education
• personalized learning
• competency-based education (CBE), educational equity
• community engagement in education
• global citizenship education
• transformative learning