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Sustainability
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Education for Sustainable Development: Advancing in Education for Citizenship
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Education for Sustainable Development: Advancing in Education for Citizenship

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 April 2023) | Viewed by 7319

Special Issue Editors

Dr. Francisco Javier Robles Moral

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Guest Editor
Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: SDGs; training teachers; environment; education; university
Special Issues, Collections and Topics in MDPI journals
Dr. Enrique Ayuso Fernández

E-Mail Website
Guest Editor
Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: biology; training teachers; environment; education; university
Special Issues, Collections and Topics in MDPI journals
Dr. Carlos Martínez-Hernández

E-Mail Website
Guest Editor
Department of Experimental Sciences, Social and Mathematics didactic, University Complutense of Madrid, Madrid, Spain
Interests: SDGs; geography; training teachers; education; university
Dr. Manuel Fernández Diaz

E-Mail Website
Guest Editor
Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: biology; biodiversity; training teachers; education; university

Special Issue Information

Dear Colleagues,

The purpose of education is the complex acquisition of knowledge. Therefore, in the current situation of environmental crises, developing an education that ensures the protection of the environment and sustainable development is of great importance to the development of society itself, and strives towards achieving citizenship with environmental values.

Environmental citizenship (EC) is a promising goal for science education. EC enables people not only to make responsible decisions on sustainability issues, such as the use of renewable energy sources, but also to take individual and collective action. On the other hand, studies show that environmental education (EE) remains a great challenge to this day.

EE is essential to promote awareness of and to facilitate the development of environmental citizens. With the aim of improving environmental awareness, educational projects are carried out with the goals of developing capacities in sustainable development, giving conferences on environmental education, developing open access educational resources, addressing biodiversity, and generating educational strategies based on the Sustainable Development Goals (SDGs).

The scope of this Special Issue is to provide a platform for researchers to share their findings in the field of environmental citizenship education, including aspects of civic engagement and civic participation, democratic action, social and environmental change, individual and collective actions, environmental actions, sociopolitical actions, environmental justice, inter and intragenerational justice, connections with nature, and the overall development of the SDGs.

In this Special Issue, we encourage researchers to submit research articles or empirical, theoretical and methodological reviews in various fields that consider the development of educational actions within the frameworks of both formal and non-formal education from the perspective of sustainable development, the environment, or civic education. Submissions using qualitative, mixed methods, or quantitative research approaches are welcome.

Dr. Francisco Javier Robles Moral
Dr. Enrique Ayuso Fernández
Dr. Carlos Martínez-Hernández
Dr. Manuel Fernández Diaz
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

  • sustainable development
  • biodiversity
  • SDGs
  • education
  • climate change

Published Papers (5 papers)

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Research

18 pages, 899 KiB  
Article
Teachers’ Ideas and Educational Experiences Regarding Urban Environmental Sustainability in Bogotá, Colombia
by Rosa Nidia Tuay-Sigua, María Rocío Pérez-Mesa and Yair Alexander Porras-Contreras
Sustainability 2023, 15(15), 11882; https://doi.org/10.3390/su151511882 - 2 Aug 2023
Viewed by 1030
Abstract
Teachers’ actions in sustainable development are guided by a way of conceiving the environment. This study sought to account for the ideas and experiences of teachers in education for sustainable development in the city of Bogotá, Colombia. Based on a qualitative study with [...] Read more.
Teachers’ actions in sustainable development are guided by a way of conceiving the environment. This study sought to account for the ideas and experiences of teachers in education for sustainable development in the city of Bogotá, Colombia. Based on a qualitative study with an interpretive approach through an open questionnaire, the aim was to investigate educational proposals developed in institutions on urban environmental sustainability that allow the articulation of SDGs 4 and 11. The results intersect with the proposal of sustainability typologies from the epistemological, axiological, and ontological components. The findings showed that environmental training involves both the understanding of relationships and problems and the proposal of alternatives that allow us to offer new horizons as a possibility to build and promote other ways of being and developing, individually and collectively, in the places we inhabit and that we contribute to the world. This requires rethinking education, strengthening pedagogical proposals, and developing other alternatives to educate ourselves socio-environmentally, to train responsible citizens, and to achieve sustainable societies. Understanding the perceptions and practices of teachers in regard to sustainability can contribute to defining priority lines of research, proposing educational guidelines for teacher training, and guiding the development of public policies for curricular greening from a critical perspective. This makes it possible to promote educational actions to consolidate citizen training. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Advancing in Education for Citizenship)
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16 pages, 1047 KiB  
Article
Sustainable Development Goals and Climate Change in Spanish Technology Disciplines’ Curricula: From LOMCE to LOMLOE
by Sara Núñez-Sánchez and Maria João Valente
Sustainability 2023, 15(13), 10301; https://doi.org/10.3390/su151310301 - 29 Jun 2023
Cited by 2 | Viewed by 1574
Abstract
Understanding the prevalence of climate change and sustainable development in the new curriculum of compulsory secondary education (ESO) and the baccalaureate is crucial for educational communities in Spain. However, there was a lack of studies that examined the integration of climate change and [...] Read more.
Understanding the prevalence of climate change and sustainable development in the new curriculum of compulsory secondary education (ESO) and the baccalaureate is crucial for educational communities in Spain. However, there was a lack of studies that examined the integration of climate change and Sustainable Development Goals (SDGs) as cross-cutting themes in the new education framework, particularly in the technology disciplines. This study aimed to address this gap by conducting a comparative analysis of the new legislative content (LOMLOE) and the previous legislation (LOMCE). The analysis quantified the presence of keywords related to climate change and sustainable development in both legal texts, focusing on the definition of objectives, level skills, evaluation criteria, and blocks of knowledge. Additionally, the study assessed the inclusion of SDGs and the ethical implications associated with the use and production of technologies at both education levels. The analysis of the curriculum content revealed a significant presence of references to climate change, sustainable development, and SDGs throughout the LOMLOE curriculum, particularly in the baccalaureate. Notably, education’s role in addressing climate change and promoting sustainable development was explicitly recognized as an objective at this level. Regarding technology disciplines, LOMLOE placed considerable emphasis on fostering awareness of the environmental impact of technological development by introducing a new cross-level knowledge block named “Sustainable Technology”, spanning from ESO to the final courses of baccalaureate. This integration was further reinforced by evaluation criteria and specific skills that strongly aligned with sustainability principles, encouraging assessments centred around environmental awareness, ethical responsibilities, and sustainable entrepreneurship. Further studies are required to evaluate the effectiveness of incorporating SDGs and climate change into technology disciplines following the implementation of LOMLOE, with the aim of identifying best practices for effectively combatting climate change and promoting sustainability in technology education. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Advancing in Education for Citizenship)
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15 pages, 1077 KiB  
Article
Research on the Evaluation Model of School Management Quality in the Compulsory Education Stage Based on Big Data Technology
by Guanghui Min, Muhui Lin, Ying Liu, Ning Yang and Zhe Li
Sustainability 2023, 15(13), 9987; https://doi.org/10.3390/su15139987 - 23 Jun 2023
Viewed by 1452
Abstract
With the spread of compulsory education emerged continuous school management problems, and the quality of school management in compulsory education has attracted a great deal of attention in China. However, the application of information technology in the field is not yet detailed and [...] Read more.
With the spread of compulsory education emerged continuous school management problems, and the quality of school management in compulsory education has attracted a great deal of attention in China. However, the application of information technology in the field is not yet detailed and wide, resulting in problems concerning heavy workloads and high difficulty in the whole evaluation process. As such, we have utilized big data technologies, including Apache Spark, Apache Hive, and SPSS, to effectively carry out data cleaning, correlation analysis, dynamic factor analysis, principal component analysis, and visual display on a sample of 1760 data points from 40 primary and secondary schools located in the Q Province of China. This has enabled us to construct a model for evaluating school management quality in the compulsory education stage, reducing the previous 22 management tasks required for evaluation down to just 5. Such streamlining has greatly reduced the workload and difficulty previously associated with evaluation, providing a more efficient and effective solution for assessing quality management in schools. It has improved the efficiency and accuracy of evaluation and further promoted the simultaneous development of education and education equity in the compulsory education stage. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Advancing in Education for Citizenship)
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14 pages, 653 KiB  
Article
Rethinking Economics Education for Sustainable Development: A Posthumanist Practice Approach
by Maximilian Tallgauer and Christoph Schank
Sustainability 2023, 15(11), 9018; https://doi.org/10.3390/su15119018 - 2 Jun 2023
Viewed by 1232
Abstract
This conceptual paper proposes a posthumanist practice approach as an alternative onto-epistemological framework for economics education. It applies a critical literature review to examine the positivist and neoliberal foundations of mainstream economics education. We find that the prevailing economics education promotes a decontextualized [...] Read more.
This conceptual paper proposes a posthumanist practice approach as an alternative onto-epistemological framework for economics education. It applies a critical literature review to examine the positivist and neoliberal foundations of mainstream economics education. We find that the prevailing economics education promotes a decontextualized and hyperrational perspective on economic phenomena and human behavior, which impedes sustainable development goals by pushing pressing socio-ecological challenges to the periphery. In response, we propose a posthumanist practice approach grounded in social practice theory, which aims to provide a more holistic, contextualized, nature-immanent, and materially mediated understanding of human behavior and economic realities. By emphasizing practical learning through knowledgeable doing, relational entanglement, and multisensory interactions, the posthumanist practice approach recognizes economic knowledge to be situated, pluralistic, and shaped by interdependent human/nonhuman relations. This opens up a more ethical and relational way of understanding, learning, and acting that helps to reconnect the social with the natural and to align economics education with the goals of sustainable development. In order to apply a posthumanist onto-epistemological foundation for economics education, we provide guidance by outlining appropriate pedagogical methods, such as diversifying learning environments, embracing community and nature engagement as well as service learning, and revising the role of educators. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Advancing in Education for Citizenship)
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11 pages, 1836 KiB  
Article
What Do Pre-Service Preschool Teachers Know about Biodiversity at the Level of Organisms? Preliminary Analysis of Their Ability to Identify Vertebrate Animals
by Francisco Javier Robles-Moral, Manuel Fernández-Díaz and Gabriel Enrique Ayuso-Fernández
Sustainability 2022, 14(18), 11406; https://doi.org/10.3390/su141811406 - 11 Sep 2022
Cited by 4 | Viewed by 1296
Abstract
The current global crisis has one of its worst sides in the biodiversity crisis. Biodiversity loss affects both species and the functionality of ecosystems. This leads to a decrease or loss of ecosystem services, with catastrophic effects on all living beings, including humans. [...] Read more.
The current global crisis has one of its worst sides in the biodiversity crisis. Biodiversity loss affects both species and the functionality of ecosystems. This leads to a decrease or loss of ecosystem services, with catastrophic effects on all living beings, including humans. In this sense, education must be another tool that contributes to biodiversity conservation. The aim of this research is to determine the knowledge that pre-service preschool teachers have about vertebrate animals. The results indicate that there is little knowledge of the native fauna (from a nearby regional geographical area). In this case we consider native fauna the fauna of the Iberian Peninsula, as this is the location of the research. The scarce knowledge of the native fauna can be an obstacle to its teaching and therefore to its conservation. In this sense, training actions are needed to provide teachers with knowledge of native biodiversity so that the school can act as a complement to biodiversity conservation and sustainable development. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Advancing in Education for Citizenship)
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