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High-Quality Education Equity for Promoting Educational Sustainable Development
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High-Quality Education Equity for Promoting Educational Sustainable Development

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 September 2023) | Viewed by 16222

Special Issue Editors

Prof. Dr. Eryong Xue

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Guest Editor
China Institute of Education Policy, Beijing Normal University, Beijing 100875, China
Interests: educational equlity; education policy; China’s education development; educational governance
Prof. Dr. Jian Li

E-Mail Website
Guest Editor
China Institute of Education Policy, Beijing Normal University, Beijing 100875, China
Interests: educational policy studies; high-qaulity education deevlopment; comparative education policy
Prof. Dr. Michael Peters

E-Mail Website
Guest Editor
Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: education policy studies; educatioanl philosophy

Special Issue Information

Dear Colleagues,

The core tenet of sustainable education is high quality. With the rapid development of society, different countries have shaped different innovative educational concepts and practices with regard to promoting high-quality education development worldwide. As a social activity aimed at cultivating people in a purposeful, systematic and organized manner, education is faced with unprecedented sustainable development challenges. The basic solution to sustainable development is high-quality development. The traditional literature on sustainable development of education mainly discusses the reform of education from the perspective of quality itself, including the change in teacher quality and the extension of students' learning time. The biggest problem is that there is no focus on the sustainable quality of education; instead, this Special Issue is focused on the fair distribution of high-quality education.

We are interested in manuscripts that analyze and investigate high-quality education equity both from the theoretical and conceptual points of view, as well as from the quantitative and statistical viewpoint. We consider high-quality education equity for promoting sustainable educational development as a multidisciplinary issue in which various researchers are engaged. We encourage authors to submit their contributions focusing on the following themes to this Special Issue of Sustainability:

  1. Strategies for creating high-quality education equity for promoting sustainable educational development;
  2. New models or ideas of creating high-quality education equity development worldwide;
  3. The implicit or explicit macro-/micro-interactions between urban and rural areas, including the layout challenges of urban and rural areas, teacher development, or the allocation of educational resources;
  4. The educational poverty alleviation model or practice, and the mechanisms of education blocking by intergenerational poverty, to promote educational sustainable development;
  5. The improvement of weak schools to promote sustainable educational development;
  6. The educational quality assessment for creating high-quality education equity.

Regarding the above themes, we seek contributions from scholars and educational practitioners around the world on relevant topics, with new breakthroughs in thought, policy, theory and practice comprehensively and contextually.

Prof. Dr. Eryong Xue
Prof. Dr. Jian Li
Prof. Dr. Michael Peters
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

  • high-quality education equity
  • sustainable educational development
  • sustainable rural education development
  • coordinated development of urban and rural areas
  • educational equity development
  • sustainable educational promotion

Published Papers (7 papers)

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Research

16 pages, 3363 KiB  
Article
The Equity of Basic Educational Facilities from the Perspective of Space
by Qiya Huang, Xijuan Cui and Libang Ma
Sustainability 2023, 15(15), 12031; https://doi.org/10.3390/su151512031 - 5 Aug 2023
Cited by 3 | Viewed by 1784
Abstract
Basic education pursues “balance” and “quality” under the premise of “universalization”. High-quality and balanced education is the general strategy of international education. We used urban network tools to measure the spatial equity of three types of basic educational facilities (kindergarten, primary school, and [...] Read more.
Basic education pursues “balance” and “quality” under the premise of “universalization”. High-quality and balanced education is the general strategy of international education. We used urban network tools to measure the spatial equity of three types of basic educational facilities (kindergarten, primary school, and middle school) in the main urban area of Lanzhou City, China, from the perspective of supply and demand. This can optimize the allocation of educational facilities, and make up for the shortage of basic educational facilities. It can also provide a scientific reference and new ideas for research on public service facilities. The conclusions are: (1) The distribution of basic educational facilities presented a typical pattern of belt-shaped clusters, river trends, and dense east and sparse west. The spatial dislocation between facilities and residential buildings was significant and occurred in numerous instances. (2) The supply of basic educational facilities was weak. There were significant differences in spatial accessibility among different types and regions. The spatial accessibility of kindergartens (34.83%) was the best with regard to walking conditions, followed by primary schools (27.43%) and middle schools (21.11%). (3) The distribution of basic educational facilities was affected by factors such as historical development, natural geography, social economies, and the travel behaviors of residents; (4) It is necessary to improve the problem of spatial imbalance through the implementation of refined planning management and resource allocation of infrastructure, the construction of a “community life circle”, and the establishment of an early warning mechanism for academic degree attainment combined with big data. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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28 pages, 2622 KiB  
Article
A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the ‘CARE-KNOW-DO’ Framework
by Alexandra Okada and Peter Gray
Sustainability 2023, 15(3), 2356; https://doi.org/10.3390/su15032356 - 28 Jan 2023
Cited by 5 | Viewed by 3706
Abstract
This study explores the interplay and close cooperation gap between universities, schools, enterprises, policymakers, and wider society for the joint development of actions for CCSE ‘Climate Change and Sustainability Education’. We argue that CCSE, as the integration of sustainability and eco-consciousness at all [...] Read more.
This study explores the interplay and close cooperation gap between universities, schools, enterprises, policymakers, and wider society for the joint development of actions for CCSE ‘Climate Change and Sustainability Education’. We argue that CCSE, as the integration of sustainability and eco-consciousness at all educational levels, should empower learners by providing competences to identify issues and responsible actions to shape a liveable planet for all. Underpinned by the CARE-KNOW-DO theoretical principles, we explore CCSE issues and provide a novel foundation for a new education movement to combine strategies, initiatives, and interventions towards learning ecologies. Findings of our Delphi Study with 27 expert academics, practitioners, entrepreneurs, and policymakers of the UK Green-Forum presents seven recommendations to tackle the CCSE’s challenges: 1. Promote flexible real-context curriculum; 2. Foster cross-curricular practices with teachers’ training; 3. Establish CCSE definition with benchmarks including skills and qualifications; 4. Enhance learners’ agency through the cooperation of stakeholders and organisations; 5. Raise students’ passion for nature with a hopeful curriculum; 6. Increase green careers awareness through education, and 7. Implement tangible curriculum through policy-change with equity, diversity and inclusion. We present 60 green-initiatives and 33 green-skills for the CCSE, for empowering students to CARE-KNOW-DO actions towards a sustainable world with green-careers, green-lives, and green-societies. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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16 pages, 2161 KiB  
Article
How to Promote Quality and Equity of Early Childhood Education for Sustainable Development in Undeveloped Rural Areas of China: An Evolutionary Game Study
by Zhe Zhan and Anjing Fan
Sustainability 2022, 14(24), 16438; https://doi.org/10.3390/su142416438 - 8 Dec 2022
Viewed by 1284
Abstract
To promote the sustainable development of early childhood education (ECE) in undeveloped rural areas of China, it is vital to guarantee high-quality equity for all children from disadvantaged backgrounds. Focusing on analyzing the efficacy of the Chinese governments’ policy support to promote quality [...] Read more.
To promote the sustainable development of early childhood education (ECE) in undeveloped rural areas of China, it is vital to guarantee high-quality equity for all children from disadvantaged backgrounds. Focusing on analyzing the efficacy of the Chinese governments’ policy support to promote quality and equity, the study constructs a tripartite evolutionary game model of ECE providers in undeveloped rural areas, local governments, and central government, and correlates the governments’ financial investment with the regulation and supervision in ECE as strategy combination via a reward-punishment mechanism. Through the evolution process of “change-adjustment-convergence” of behavioral decisions, each party seeks optimization to achieve the ideal stable equilibrium state. The numerical simulation is used to verify the dynamic evolutionary process. The simulation results presented the governments’ subsidies and reward, regulation, and supervision have a substantive effect on the improvement of quality and equity. Consequently, the governments should strengthen the regulation and supervision of rural ECE, formulate a more reasonable reward and punishment mechanism, and adjust and optimize the policies and measures to improve the efficiency of educational funding. This study can provide reference value for the optimization of relevant policies and the practical operation of new policy-making. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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13 pages, 593 KiB  
Article
Subjective Social Class and the Retention Intentions of Teachers from the Publicly Funded Normal Students Program in China: The Dual Mediating Effect of Organizational and Professional Identity
by Tingzhou Li, Luo Zhang and Wangqian Fu
Sustainability 2022, 14(23), 16241; https://doi.org/10.3390/su142316241 - 5 Dec 2022
Viewed by 1516
Abstract
A stable teaching force is an important guarantee for the sustainable development of education. Teacher turnover is one of the reasons for the teacher shortage in rural areas. Although studies have examined the influencing factors of teachers’ turnover intention, little is known about [...] Read more.
A stable teaching force is an important guarantee for the sustainable development of education. Teacher turnover is one of the reasons for the teacher shortage in rural areas. Although studies have examined the influencing factors of teachers’ turnover intention, little is known about the effect of subjective social status on teachers’ turnover intention, especially for publicly funded normal students program (PFNSP) teachers who play a vital role in improving the quality of education in less developed regions of central and western China. A questionnaire survey was conducted, which returned a total of 16,731 responses (8141 public recruited teachers and 1498 teachers from PFNSP). The study explores the influence of subjective social class on PFNSP teachers’ retention intention and the mediating role of organizational and professional identity on this impact. Except for organizational identity, the subjective social class, professional identity, and retention intentions of PFNSP teachers were significantly lower than those of publicly recruited teachers. There was a significant association between subjective social class and retention intentions of PFNSP teachers. In addition, organizational identity and professional identity had a significant positive relationship to PFNSP teachers’ retention intention, and played partial mediating roles in the relationship between subjective social class and retention intentions. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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12 pages, 419 KiB  
Article
Expenditure Responsibility Assignment and High-Quality Equity of Compulsory Education—Empirical Analysis Based on OECD Countries
by Wenjie Yu and Hongfan Ma
Sustainability 2022, 14(17), 10647; https://doi.org/10.3390/su141710647 - 26 Aug 2022
Cited by 1 | Viewed by 1509
Abstract
Education for sustainable development poses high challenges to governments and public finance. Compared with OECD countries, China’s local governments bear too much expenditure responsibilities with respect to compulsory education, which theoretically affects the high-quality equity of compulsory education. Through empirical analysis using cross-country [...] Read more.
Education for sustainable development poses high challenges to governments and public finance. Compared with OECD countries, China’s local governments bear too much expenditure responsibilities with respect to compulsory education, which theoretically affects the high-quality equity of compulsory education. Through empirical analysis using cross-country data with the panel spatial model, it is found that the proportion of central government expenditure and the government’s educational effort both have a steady and negative impact on the regional variable coefficient of compulsory education completion rate. Unitary or federal regime does not have a significant impact on the result. This paper suggests establishing a sharing financing system among all levels of government. According to the minimum standard guarantee principle of basic public services, the central government, which has the strongest fiscal capacity, should establish the national standard and take the responsibility on coordinating and balancing education service among regions and promoting the inter-regional equity. Local governments are encouraged to provide education services above national standard in accordance with their fiscal capacities. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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15 pages, 282 KiB  
Article
High Quality, Equity, and Assessment: An Analysis of Variables Impacting English Learner Standardized Science Test Performance and Implications for Construct Validity
by Maria del Carmen Salazar, Joanna K. Bruno and Melissa P. Schneider
Sustainability 2022, 14(13), 7814; https://doi.org/10.3390/su14137814 - 27 Jun 2022
Viewed by 1574
Abstract
In the United States, assessment is seen as a lever that can facilitate high-quality education. This study on English learners, students whose native language is not English, was based on data from eighth-grade English learners’ performance on science general and content-specific (physical, life, [...] Read more.
In the United States, assessment is seen as a lever that can facilitate high-quality education. This study on English learners, students whose native language is not English, was based on data from eighth-grade English learners’ performance on science general and content-specific (physical, life, and earth science) standardized exams and an English language proficiency exam. The researchers utilized regression analysis to examine factors (i.e., socioeconomic status, home language, English language proficiency, and receptive and productive elements of language) that are predictive of English learner performance in general and content-specific science standardized assessments to identify implications for construct validity of high-stakes science assessments. The research question is as follows: What factors influence the performance of English learners on a standardized science assessment, including overall performance and content-specific domains? Three main findings emerged from this research study. First, this study confirms previous research indicating that socioeconomic status and English language proficiency are predictive of English learners’ achievement on content-based standardized tests. Second, this study adds to current research by providing evidence that productive language scores are the most significant predictors of English learner science achievement, in comparison to receptive language scores, overall English language proficiency scores, home language, and socioeconomic status. Third, this study adds to the body of evidence needed to challenge the validity of standardized science tests for English learner populations. The findings of this study challenge the construct validity of science content-based assessments for English learners, emphasizing the importance of productive language in academic performance. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
15 pages, 1113 KiB  
Article
Exploring High-Quality Institutional Internationalization for Higher Education Sustainability in China: Evidence from Stakeholders
by Jian Li and Eryong Xue
Sustainability 2022, 14(13), 7572; https://doi.org/10.3390/su14137572 - 21 Jun 2022
Cited by 16 | Viewed by 3228
Abstract
The current study explored high-quality institutional internationalization for promoting sustainable development of higher education in China, from stakeholders’ perspectives. We assessed students’ and faculty members’ satisfaction regarding factors involved in the internationalization of higher education institutions. We recruited 498 students (undergraduate students and [...] Read more.
The current study explored high-quality institutional internationalization for promoting sustainable development of higher education in China, from stakeholders’ perspectives. We assessed students’ and faculty members’ satisfaction regarding factors involved in the internationalization of higher education institutions. We recruited 498 students (undergraduate students and graduate students) and 209 faculty members (research track and administration track) and assessed their satisfaction with institutional internationalization initiatives in multiple dimensions, including international courses, research, cooperation and services. The results revealed that student satisfaction with institutional internationalization was influenced by four factors: international faculty resources, international curriculum, international services, and international campus. Of these factors, international faculty resources had the greatest influence, and international campus had the least influence. Teachers’ satisfaction was influenced by international services, international research, and international cooperation, of which international services had the greatest influence and international cooperation had the least influence. Based on the current results, we suggest that national and local government should promote institutional internationalization in the post-epidemic era, and that Chinese-foreign academic cooperation should be enhanced for both students and faculty members. Full article
(This article belongs to the Special Issue High-Quality Education Equity for Promoting Educational Sustainable Development)
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