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Educational Research in the Era of 2030 Agenda for Sustainable Development

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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 May 2023) | Viewed by 41233

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Special Issue Editors

Dr. Athanasios Mogias

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Guest Editor

Laboratory of Environmental Research and Education, Department of Elementary Education, Democritus University of Thrace, 68100 Alexandroupolis, Greece
Interests: environmental education; education for sustainable development; ocean literacy
Special Issues, Collections and Topics in MDPI journals

Dr. George Malandrakis

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Guest Editor

Department of Primary Education, Aristotle University of Thessaloniki, 54636 Thessaloniki, Greece
Interests: environemental education; education for sustainable development; footprints education; educational research
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Dr. Panayota Koulouri

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Guest Editor

Institute of Marine Biology, Biotechnoogy & Aquaculture, Hellenic Centre for Marine Research, 71500 Heraklion, Greece
Interests: marine biodiversity; benthic ecology; integrated coastal zone management; ocean literacy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Our modern communities are constantly facing enormous environmental and socio-economic challenges. Unfortunately, the initiation of Environmental Education in the late 1960s and early 1970s in both formal and non-formal education settings, and its evolvement ever since, did not prove to be the most successful tool towards the improvement of our relationship with nature. This is mainly due to a potentially improper introduction of Environmental Education/Education for Sustainable Development novice characteristics worldwide. Although it placed Environmental Education/Education for Sustainable Development in new and promising tracks, the update of Environmental Education in the early 1990s and its transition to Education for Sustainable Development in order to meet contemporary societal needs, as well as the implementation of the United Nations Decade of Education for Sustainable Development (2005–2014), proved to achieve less than initially expected.

Having in mind all the above, in 2015 the United Nations member states approved a promising action plan to promote sustainability until the year 2030, known as the 2030 Agenda for Sustainable Development. This framework integrates 17 Sustainable Development Goals, aiming to cover all aspects of sustainability through several targets, identified as objectives to be accomplished by the end of the 3^rd decade of the 21^st century.

Therefore, the main purpose of this Special Issue is to portray best practices of current educational research, contributing to the achievement of the 17 Sustainable Development Goals. Such research could emanate from all levels (primary, secondary, and tertiary) and types of education (formal and non-formal), engaging students, teachers, and citizens.

You may choose our Joint Special Issue in Education Sciences.

Prof. Dr. Athanasios Mogias
Prof. Dr. George Malandrakis
Dr. Panayota Koulouri
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

environmental education
education for sustainable development
environmental literacies
Agenda 2030 Sustainable Development Goals
elementary education
secondary education
tertiary education
students
teachers
citizens

Related Special Issue

Educational Research in the Era of 2030 Agenda for Sustainable Development in Education Sciences (3 articles)

Published Papers (14 papers)

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Research

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16 pages, 1208 KiB

Open AccessArticle

How Can Stories in Primary Education Support Sustainable Development in Bangladesh?

by Saria Tasnim, Amzad Hossain and Dora Marinova

Sustainability 2023, 15(16), 12620; https://doi.org/10.3390/su151612620 - 21 Aug 2023

Cited by 1 | Viewed by 1454

Abstract

Stories are considered to be the most popular form of lore, which can facilitate the moral and ethical deliberation of sustainability for our children. It is evident that children respond better to stories than any other form of communication. Once the stories end, the lessons remain. The values tangled with the lesson transmit as they grow. Stories have always been instrumental and the most conventional way of teaching values by using illustrations from our lives. The major aim of this paper is to explore the values expressed in Bengali childlore through stories and tales and develop a framework by using a scaffolding and mapping approach. This framework attempts to analyse two commonly recognised stories, namely “Shukhu and Dukhu” and “Jackal, The Judge”, by scaffolding them with the generally acknowledged principles of sustainability and mapping them to investigate how stories can influence children to build a pro-sustainability attitude. This approach has been chosen, as recent research already points out the issues in implementing sustainability in education, but no one has yet found the way forward. The premise at the core of this theoretical article is that an interdisciplinary approach and different pedagogical tools could help build the bridge towards implementing sustainability in education as well as in society. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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14 pages, 607 KiB

Open AccessArticle

Research on the Regional Cooperation Innovation Network of Universities in the Guangdong–Hong Kong–Macao Great Bay Area

by Yan Wang and Zhihua Liu

Sustainability 2023, 15(12), 9838; https://doi.org/10.3390/su15129838 - 20 Jun 2023

Viewed by 880

Abstract

As typical innovation organizations, the structure and efficiency of cooperation among universities’ innovation behaviors are important influencing factors for regional innovation sustainable development. In 2019, the Chinese government promulgated the “Outline of the Development Plan of The Guangdong, Hong Kong and Macao Great Bay Area”, which directly promotes a sustainable cooperation network of universities in the Great Bay Area. This study used UCINET to visualize the cooperation network of universities in Guangdong, Hong Kong, and Macao based on the cooperation data generated by 35 universities in the Guangdong–Hong Kong–Macao Great Bay Area, jointly establishing 37 professional alliances that developed 888 cooperation ties from 2017 to 2022. The results show that the current cooperative network density of universities in the Great Bay Area is high (density = 0.746), but the cohesion trend is not significant (network centralization = 26.92%); a clear circle structure has been formed. The network exhibits a narrow shape at both ends and widens in the middle; the higher the hierarchical position of universities in the region, the more likely they are to enter the core cooperation network and establish more cooperation relationships. Universities in the marginal circles find it especially difficult to initiate cooperative relationships due to their disadvantageous position in terms of limited resources and a lack of administrative intervention. The current cooperation situation still has room for expansion. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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16 pages, 715 KiB

Open AccessArticle

A Study on the Mechanism of Spiritual Leadership on Burnout of Elementary and Secondary School Teachers: The Mediating Role of Career Calling and Emotional Intelligence

by Jing Li, Soon-Yew Ju, Lai-Kuan Kong and Nana Jiang

Sustainability 2023, 15(12), 9343; https://doi.org/10.3390/su15129343 - 9 Jun 2023

Cited by 3 | Viewed by 2208

Abstract

Leadership style has become an important construct in the research literature on alleviating burnout among elementary and secondary school teachers. The purpose of this study was to examine the effects of spiritual leadership, career calling, and emotional intelligence on teacher burnout. Purposive sampling was utilized in this study to obtain data from 380 elementary and secondary school teachers in Heze City, Shandong Province, China. SmartPLS software was used to establish a partial least squares structural equation model to verify the research hypothesis. The results indicated that there was a significant negative direct relationship between spiritual leadership, career calling, emotional intelligence, and teacher burnout. There was a direct and significant positive relationship between spiritual leadership on career calling and emotional intelligence. In addition, spiritual leadership influenced teacher burnout through two mediating variables: career calling and emotional intelligence. The results broadened the understanding of the intrinsic relationship between spiritual leadership and teacher burnout and explained the mediating role of career calling and emotional intelligence in spiritual leadership and teacher burnout. Based on the findings, elementary and secondary school leaders should practice spiritual leadership styles to stimulate teachers’ career calling and emotional intelligence in order to reduce teacher burnout. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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26 pages, 627 KiB

Open AccessArticle

Enhancing Students’ Entrepreneurial Competencies through Extracurricular Activities—A Pragmatic Approach to Sustainability-Oriented Higher Education

by Claudia Isac, Ana Maria Mihaela Iordache, Lia Baltador, Cristina Coculescu and Dorina Niță

Sustainability 2023, 15(11), 8708; https://doi.org/10.3390/su15118708 - 28 May 2023

Cited by 1 | Viewed by 1884

Abstract

Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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19 pages, 840 KiB

Open AccessArticle

Exploring the Moderating Role of Environmental Education in Promoting a Clean Environment

by Lianfeng Ma, Pomi Shahbaz, Shamsheer ul Haq and Ismet Boz

Sustainability 2023, 15(10), 8127; https://doi.org/10.3390/su15108127 - 17 May 2023

Cited by 1 | Viewed by 3105

Abstract

Environmental education plays a significant role in improving environmental knowledge and shaping the eco-friendly lifestyles of young people. Young people’s daily actions and habits will determine the future of the Earth as a planet. The literature regarding youths’ environmental knowledge, climate change awareness, environmental attitude, and their impact on pro-environmental intentions and sustainable household consumption practices is very scarce. Therefore, this study explored the relationship between environmental knowledge, climate change awareness, environmental attitude, and the pro-environmental intentions of university students. The study also assessed the moderating effect of environmental education on pro-environmental behavior and sustainable household consumption practices, providing a comparative analysis of students with and without environmental education, which is unique in the literature. The data were collected from 2137 Chinese university students selected through a purposive and random sampling method through survey questionnaires. Descriptive statistics and partial least squares structural equation modeling (PLS-SEM) were used to analyze the collected data. The findings revealed that environmental knowledge, climate change awareness, and environmental attitudes of the students positively affected their pro-environmental intentions. Moreover, pro-environmental intentions also positively affected the adoption of sustainable practices. The result also showed that the impact of pro-environmental intentions on sustainable consumption practices was greater for those whose education included environmental courses than for those whose education did not. Therefore, it is suggested that environment-related courses be incorporated into the study plans of each discipline as a compulsory subject for promoting green intentions and shaping eco-friendly lifestyles for environmental sustainability. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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16 pages, 641 KiB

Open AccessArticle

The Catalysts for Sustaining Teacher Commitment: An Analysis of Teacher Preparedness and Professional Learning

by Hui-Ling Wendy Pan

Sustainability 2023, 15(6), 4918; https://doi.org/10.3390/su15064918 - 9 Mar 2023

Cited by 2 | Viewed by 2869

Abstract

This study aimed to investigate how teacher preparation and professional experiential learning catalyze organizational and occupational commitment. Data from Taiwanese lower secondary school teachers who participated in the TALIS 2018 survey were analyzed using structural equation modeling, which yielded several key results. Firstly, both teacher preparedness and professional experiential learning had positive relationships with self-efficacy, with teacher preparedness showing a stronger association. Secondly, self-efficacy was more closely linked with organizational commitment than with occupational commitment. Thirdly, organizational commitment was positively associated with occupational commitment. Finally, both relationships of teacher preparedness and professional experiential learning with organizational commitment were partially mediated by self-efficacy, whereas full mediation was observed for occupational commitment. Notably, the most significant pathway in the mediation model was teacher preparedness predicting organizational commitment through teacher self-efficacy. These findings have implications for improving organizational commitment and promoting a positive outlook toward the teaching profession. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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24 pages, 1128 KiB

Open AccessArticle

Evolution of Interdependencies between Education and the Labor Market in the View of Sustainable Development and Investment in the Educational System

by Sorin Tudor, Teodor Florin Cilan, Luiza Loredana Năstase, Mihaela Loredana Ecobici, Elena Rodica Opran and Andrei Valentin Cojocaru

Sustainability 2023, 15(5), 3908; https://doi.org/10.3390/su15053908 - 21 Feb 2023

Cited by 3 | Viewed by 1962

Abstract

Education represents the basic pillar of preparing individuals for integration into the labor market, but also is a crucial component of ensuring sustainable development. The purpose of this research was to identify the type of influences existing between education and the labor market in EU member countries in the context of different levels of investment in the educational system. Cluster analysis and the ordinary least squared method were used to identify the type of influences between the indicators characterizing the level of education and the labor market between 2000 and 2021. The empirical results showed that there was a significant negative correlation of the educational dropout rate with the level of employee compensation, number of hours worked by each employee, and their labor productivity, in the countries with the poorest level of educational investment. In the countries with significant investments in education, getting a graduate diploma and participating in vocational training programs led to a better compensation of employees and a higher employee productivity while the financial aid given by the state for pupils and students reduced the number of worked hours, brought down unemployment amongst people with primary and secondary education and, last but not least, increased the employment rate for higher education graduates. An average level of educational investment led to negative influences between early-stages and employees’ payment level and real labor productivity, while becoming involved in educational activities and participating in vocational training programs increased their rates of remuneration and real productivity. A significant impact of higher education graduates on both increasing unemployment rates and falling employment rates was noticed as has been identified in other studies. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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13 pages, 902 KiB

Open AccessArticle

The Ecological Footprint of Greek Citizens: Main Drivers of Consumption and Influencing Factors

by Alexandros Amprazis, Nikolaos Galanis, Georgios Malandrakis, Georgios Panaras, Penelope Papadopoulou and Alessandro Galli

Sustainability 2023, 15(2), 1377; https://doi.org/10.3390/su15021377 - 11 Jan 2023

Cited by 2 | Viewed by 3345

Abstract

The Ecological Footprint (EF) is undoubtedly an important tool for calculating humans’ impact on the environment. For this tool to be even more accessible and understood by most of the people, many online ecological footprint calculators have been created, the most reliable of which was developed by Global Footprint Network (GFN). Aim of this study is to present the Greek population’s main drivers of consumption patterns after customizing the GFN’s international online calculator to the Greek statistics and national accounts. Moreover, the goal of this study is to assess the factors influencing the Ecological Footprint of Greek citizens. The development of a Greek-specific calculator was based on long-lasting research that included gathering and analyzing information about the Greek population. Five hundred seventy-four Greeks used the calculator after its adaptation, and data were collected regarding their total ecological footprint and its differentiation by land type and by consumption category. According to the results, Greece has a low mean of ecological footprint in comparison to other European countries, but there is still a lot of ground to cover for achieving a truly acceptable sustainable way of living. Additionally, only the variable of gender seems to affect the ecological footprint of Greeks, with females having significantly lower personal EF (M = 3.37) than males (M = 4.36, p = 0.011). The adapted online calculator and the produced results regarding the EF of Greek citizens are considered as a valuable tool for policy makers, stakeholders, and educational institutions. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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15 pages, 2647 KiB

Open AccessArticle

Cloud Computing Technology and PBL Teaching Approach for a Qualitative Education in Line with SDG4

by Mohammed Airaj

Sustainability 2022, 14(23), 15766; https://doi.org/10.3390/su142315766 - 26 Nov 2022

Cited by 5 | Viewed by 2033

Abstract

This paper explores teaching–learning models in this period of the COVID-19 pandemic at Cadi Ayyad University (UCA). It investigates success conditions for e-learning quality education in higher education in line with SDG4, the 4th Sustainable Development Goal: “Ensure inclusive and quality education for all and promote lifelong learning”. This paper demonstrates that an approach of technology alongside teaching could positively impact academic teaching–learning in higher educational systems, leading to an approach focused on humans that aims to cultivate critical thinking, knowledge creation, argumentation, and creativity. This paper concludes with a proposed machine learning model to predict contribution factors to student learning success. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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16 pages, 531 KiB

Open AccessArticle

PLS-SEM Validation for Burnout Measures in Latino College Students: A Socially Sustainable Educational Return

by Miguel Reyna-Castillo, Maira Alejandra Pulgarín-Rodríguez, Arles Humberto Ríos-Serna and Alejandro Santiago

Sustainability 2022, 14(21), 14635; https://doi.org/10.3390/su142114635 - 7 Nov 2022

Cited by 1 | Viewed by 2953

Abstract

Health care is an essential factor in the social sustainability of the university; therefore, it is a challenge and a responsibility to monitor a safe return to school that ensures the support of the physical and emotional well-being of students. In this sense, the Maslach Burnout Inventory-Student Survey (MBI-SS) is a validated resource with robust techniques in several regions of the world to diagnose school burnout. However, few efforts appear in the literature to validate it from a predictive approach in the Latin region. This study aims to validate, from a predictive approach, measures of school burnout in Latino university students from Mexico and Colombia. A total of 235 surveys were administered (Mx. n = 127, Co. n = 108), and a Partial Least Squares (PLS) measurement model was validated using the statistical program SmartPLS 3.3.7. As a result, 22 valid items were obtained in four reliable subconstructs: burnout, family cynicism, inefficacy, and somatization. The value of this research is its contribution to filling two gaps related to the MBI-SS scale (1) to contribute to the validation of the MBI-SS in a Latin context and (2) the use of the nonparametric statistical technique PLS focused on prediction. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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30 pages, 2487 KiB

Open AccessArticle

Employment Outcomes of Higher Education Graduates from during and after the 2007–2008 Financial Crisis: Evidence from a Romanian University

by Elena-Loreni Baciu

Sustainability 2022, 14(18), 11160; https://doi.org/10.3390/su141811160 - 6 Sep 2022

Cited by 3 | Viewed by 1355

Abstract

In the current article, we seek to understand the ways in which unfavorable macro-level circumstances influence the employment outcomes of university graduates, in the long term. We use the 2007–2008 financial crisis as a historical setting and compare data about the later employment outcomes of 772 students who graduated a bachelor’s program at a public Romanian university before and after the financial crisis. The comparison includes a quantitative perspective and a qualitative one and refers to: duration of the job search after graduation; seniority levels; number of jobs held; profile of the first job gained after graduation; current status on the labor market; localization of the current employer; profile of the current job; satisfaction with the career status; perceived employability. Additionally, we also explore the influence of the following micro-level determinants on employment outcomes: attendance to internships programs; employment during the attendance of the BA program; and choosing to continue education with a master’s program. The findings suggest that, although the group who graduated during the financial crisis indeed faced some initial setbacks, manifested through longer waiting times before securing their first job, they currently have objectively superior employment outcomes compared with their counterparts who graduated after the crisis. Subjectively, the members of the two groups show similar levels of satisfaction with their career status. The analysis of the micro-level determinants shows that they have a positive influence on individual employment outcomes, and this may be of interest in the future in increasing graduates’ resilience on the labor market and supporting their sustainable employment. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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20 pages, 2601 KiB

Open AccessArticle

Comparing Gender Diversity in the Process of Higher-Education Expansion in Japan, Korea, Taiwan, and the UK for SDG 5

by Dian-Fu Chang, Wen-Ching Chou and Tien-Li Chen

Sustainability 2022, 14(17), 10929; https://doi.org/10.3390/su141710929 - 1 Sep 2022

Cited by 4 | Viewed by 2431

Abstract

Ensuring equal access to affordable higher education for women and men has become a crucial target of the UN’s SDG 5, while gender disparity persists in various systems. This study employed per capita GDP, the gross enrollment ratio (GER), and the gender parity index (GPI) to demonstrate how higher-education systems have expanded, resulting in the transformation of gender parity. We selected Japan, Korea, Taiwan, and the UK as research targets, using both cross correlation functions and trend analyses to compare the progress of higher-education systems. Considering the economic factor impacting higher-education expansion, this study found that the series of per capita GDP impacted the GERs in emerging economies, for example, Korea and Taiwan. Both the growth of per capita GDP and the extension of the GERs changed the patterns of the GPIs. The gap in gender diversity was found to be diminishing in Japan, Korea, and Taiwan, while the UK could be a unique case, in that females have become a critical mass in higher education. The results of the comparison suggested that gender disparity is likely to continue in Japan, Korea, and the UK in the future. The framework for monitoring gender parity progress is not limited to high-participation higher-education systems, and it can be extended to tackle similar issues in middle- or lower-income regions. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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18 pages, 658 KiB

Open AccessArticle

Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

by Fahimul Hoque, Ruhizan M. Yasin and Kamaruzzaman Sopian

Sustainability 2022, 14(14), 8296; https://doi.org/10.3390/su14148296 - 7 Jul 2022

Cited by 16 | Viewed by 4178

Abstract

Education is key to advancing a society that can achieve the Sustainable Development Goals (SDGs). One SDG is shifting energy consumption from fossil fuels to renewable energy (RE) sources to reduce environmental damage and prevent global warming. Awareness must be instilled among citizens at an early age (as early as secondary school) to motivate students to pursue higher education and careers in RE concepts and technologies. To analyze the current trends of existing education in RE concepts and education for sustainable development (ESD) in secondary schools, this study employed the Preferred Reporting Items for Systematic Review and Meta-Analyses method to systematically review 25 articles that were selected from the Web of Science and Scopus databases. The articles highlighted the availability of RE-targeted ESD in secondary schools and their impacts on students and society. However, they revealed a significant lack of curricula on RE concepts and ESD in secondary schools, reflecting the low knowledge, interest in, and awareness of RE and its concepts among students. The articles revealed positive impacts of introducing certain RE-targeted ESD courses/activities on students. Thus, we propose adopting new methods that include collaborative multidisciplinary and informal and non-formal and other factors as a means toward arousing secondary students’ interest in RE education to achieve the SDGs. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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Review

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31 pages, 1456 KiB

Open AccessReview

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

by Vilma Sukackė, Aida Olivia Pereira de Carvalho Guerra, Dorothea Ellinger, Vânia Carlos, Saulė Petronienė, Lina Gaižiūnienė, Silvia Blanch, Anna Marbà-Tallada and Andrea Brose

Sustainability 2022, 14(21), 13955; https://doi.org/10.3390/su142113955 - 27 Oct 2022

Cited by 23 | Viewed by 8314

Abstract

Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners. Full article

(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)

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