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Sustainability
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Innovation and Sustainability in Inclusive Education
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Innovation and Sustainability in Inclusive Education

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

Deadline for manuscript submissions: 12 November 2024 | Viewed by 2065

Special Issue Editor

Dr. Luis Ortiz Jiménez

E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almería, Spain
Interests: disability; diversity; inclusion; teacher training; curriculum development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

With this Special Issue on Innovation and sustainability in Inclusive Education, we intend to address the relationship and influences of innovative action on education through the development of inclusive practices in order to ensure sustainable education. Innovation and inclusion facilitate realistic and applicable contributions in educational communities. The sustainability of educational systems involves the application of the results obtained by innovation in education, which reflect equity and justice, and with this, the barriers that hinder participation are eliminated. In short, the studies that deal with aspects, such as the application of a universal design for learning (UDL), the development of inclusive teaching methodologies, the proposals and experiences of evaluation and tutorial actions that promote inclusion, support in technologies to favor learning, the creation of collaborative networks as a strategy for achieving the SDG 2030, as well as the contribution of inclusive actions in an educational context such as the four goal-oriented measures of the SDG, will be the thematic axes of this Special Issue.

Dr. Luis Ortiz Jiménez
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

  • inclusion
  • educational innovation
  • technologies applied to education
  • universal design for learning (UDL)
  • educational evaluation in inclusive contexts
  • educational response to students with disabilities
  • collaborative networks (OBJ 17)
  • education sustainability

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Published Papers (2 papers)

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Research

27 pages, 3806 KiB  
Article
“But Marley Can’t Play Up Here!” Children Designing Inclusive and Sustainable Playspaces through Practitioner Research
by Kathy Cologon
Sustainability 2024, 16(15), 6626; https://doi.org/10.3390/su16156626 - 2 Aug 2024
Viewed by 779
Abstract
The present study engages early childhood teachers and educators in practitioner research as they respond to children’s concerns about justice and equity in playground accessibility and explore ideas for inclusive and sustainable playspaces. Conducted in a community-based early childhood setting in a low [...] Read more.
The present study engages early childhood teachers and educators in practitioner research as they respond to children’s concerns about justice and equity in playground accessibility and explore ideas for inclusive and sustainable playspaces. Conducted in a community-based early childhood setting in a low socioeconomic urban area in NSW, Australia, the research engaged six teachers and educators as active researchers alongside 26 children aged three to six years. Utilising a critical pedagogy framework, the present study explored how children identified and expressed concerns about the lack of playground accessibility and sustainability. Through reflective practice and engagement with Universal Design principles, children, teachers, and educators collaboratively developed ideas and recommendations for inclusive and sustainable playspaces. Findings highlight the children’s capacity for critical awareness of and advocacy for equity and justice, as well as the transformative potential of practitioner research in fostering inclusive, equitable, and sustainable pedagogy. The present study underscores the value of practitioner research with a child-led focus, drawing on critical pedagogy to create inclusive and sustainable playspaces. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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23 pages, 654 KiB  
Article
Roots of Resilience: Uncovering the Secrets behind 25+ Years of Inclusive Education Sustainability
by Mahwish Kamran and Sohni Siddiqui
Sustainability 2024, 16(11), 4364; https://doi.org/10.3390/su16114364 - 22 May 2024
Cited by 1 | Viewed by 906
Abstract
Over the last quarter of a century, there has been a growing global interest in inclusive education, and the promotion of equality and acceptance for children with special educational needs. While some studies have explored sustainable practices for inclusion in international research, there [...] Read more.
Over the last quarter of a century, there has been a growing global interest in inclusive education, and the promotion of equality and acceptance for children with special educational needs. While some studies have explored sustainable practices for inclusion in international research, there is a notable lack of studies conducted in Pakistan that aim to identify best practices to not only promote inclusion, but also to sustain it over time. The current study uses a qualitative case study approach to explore one sustainable inclusive education setting in depth and identify the factors that contribute to its longevity. The thematic analysis revealed significant themes that reflect the practices that have enabled the institution to thrive for more than 25 years. These include the implementation of welcoming policies and supportive attitudes among all stakeholders, the provision of essential resources, the creation of adapted learning environments, the promotion of parental and peer support, the continuous professional development of staff, advocacy for acceptance and equality, and outstanding leadership in promoting inclusive support. The authors acknowledge the limitations of a single case study; however, this study represents the first attempt to provide guidance to institutions adopting inclusive education models in Pakistan. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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