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Water
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Education for Sustainable Development: Exploring Water and Energy
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Education for Sustainable Development: Exploring Water and Energy

A special issue of Water (ISSN 2073-4441). This special issue belongs to the section "Water Resources Management, Policy and Governance".

Deadline for manuscript submissions: closed (31 May 2021) | Viewed by 9933

Special Issue Editor

Prof. Dr. Guadalupe Martínez-Borreguero

E-Mail
Guest Editor
Department of Science and Mathematics Education, Faculty of Education, University of Extremadura, Avda. de Elvas s/n, 06006 Badajoz, Spain
Interests: education; sustainable development; STEM, teacher training; science; affective domain; cognitive domain

Special Issue Information

Dear Colleagues,

This Special Issue “Education for Sustainable Development: Exploring Water and Energy” will contribute to research on the new challenges of science education in the framework of Education for Sustainable Development (ESD).

Teaching and learning processes can play an important role in sustainability. It is necessary to recognize their importance and the need to include them in the curricula at different educational levels. From this perspective, there is a clear need to include teaching and learning practices that contribute to achieving the Sustainable Development Goals in all stages of the education system. It is especially important to work from the first levels, where the initial knowledge and the first attitudes and emotions towards different subjects are forged.

Actions that can be developed with teachers in training, both at primary and secondary education level, are also of interest. The purpose of the research in these groups is to promote actions for sustainable development that can be transferred to the classrooms of future students.

We also welcome contributions that analyze attitudes, emotions, levels of environmental awareness, competences, or levels of self-efficacy (of both teachers and students) towards key concepts for a quality ESD, such as water, energy, or waste.

Research papers showing the implementation of methodologies that promote meaningful and active learning in STEM areas (science, technology, engineering, and mathematics) in the framework of ESD will also be published.

Prof. Dr. Guadalupe Martínez-Borreguero
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. Water 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 2600 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

  • Education for sustainable development
  • Sustainable Development Goals
  • Teaching and learning practices to develop ESD
  • Active and innovative teaching methodologies
  • Curriculum. New perspectives
  • Water, energy, and waste
  • Teachers in training
  • Inclusion of ESD competencies and emotions in teacher education

Published Papers (2 papers)

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Research

25 pages, 4742 KiB  
Article
Community-University Partnership in Water Education and Linkage Process. Study Case: Manglaralto, Santa Elena, Ecuador
by Paúl Carrión-Mero, Fernando Morante-Carballo, Gricelda Herrera-Franco, María Jaya-Montalvo, Denise Rodríguez, Carolina Loor-Flores de Valgas and Edgar Berrezueta
Water 2021, 13(15), 1998; https://doi.org/10.3390/w13151998 - 21 Jul 2021
Cited by 20 | Viewed by 3773
Abstract
Universities have the mission to serve society by being pragmatic, diverse, and multidisciplinary. Similar to society in general, these centers have a common challenge: finding a way to articulate projects that favor the demands and needs of vulnerable rural sectors. In this case, [...] Read more.
Universities have the mission to serve society by being pragmatic, diverse, and multidisciplinary. Similar to society in general, these centers have a common challenge: finding a way to articulate projects that favor the demands and needs of vulnerable rural sectors. In this case, the community-university partnership is based on the interaction of the Manglaralto population, represented by the Junta Administradora del Agua Potable Regional de Manglaralto and the Escuela Superior Politécnica del Litoral (ESPOL), both from Ecuador. Specifically, it is based on a collaborative relationship since 2005, through the Centro de Investigación y Proyectos Aplicados a Ciencias de la Tierra (CIPAT) of the ESPOL. This work aims to evaluate the community-university partnership through the results obtained in community work projects. In addition, it describes the resolution of problems reached on the sustainability of water resources in the parish of Manglaralto (Ecuador). The methodology was based on (i) the description of the existing community-university interaction framework, (ii) the analysis of the community projects that CIPAT developed in the period 2017–2020, and finally, (iii) the evaluation of the impact of the actions carried out on the sustainability of the coastal aquifer. The community-university partnership has generated relevant information (e.g., water reserves, extraction processes, aquifer recharge, and care of the resource) for the community and has allowed for the strengthening and transmitting of knowledge in different specialties (education, culture, and environment). In the 2017–2020 period, four community projects were carried out with students, researchers, and the inhabitants of the rural area of Manglaralto. These projects allowed wells for water extraction and engineering structures such as dikes and green filters that help the use and recharge the aquifer. In addition, the initiatives carried out made it possible to inform the population of the importance of the sustainable exploitation of water resources. In general, this work made it possible to identify a natural laboratory of human interaction in which the results obtained are based on the collaboration and contribution of all the participating actors. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Exploring Water and Energy)
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37 pages, 12415 KiB  
Article
Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)
by Abigail López-Alcarria, María Fátima Poza-Vilches, María Teresa Pozo-Llorente and José Gutiérrez-Pérez
Water 2021, 13(2), 145; https://doi.org/10.3390/w13020145 - 10 Jan 2021
Cited by 7 | Viewed by 5591
Abstract
The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education [...] Read more.
The main argument defended in this article is that the involvement of teachers in decision-making about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A group of early childhood education teachers across various institutions work under a collaborative action-research model for an entire year that is focussed on the following: (1) the institution’s water, solid waste, and energy management; (2) the planning of innovative activities related to water, solid waste, and energy, and; (3) participation in transformative actions that involve families and impact their neighbourhoods. The experience enables the building of a theoretical model of teacher training aimed at acquiring action skills from a comprehensive perspective of triple helix environmental literacy (management, research/innovation, and teaching) that affects their commitments to the management of environmental resources, the eco-auditing of their eco-school, the curricular greening of activities, the renewal of educational programs, and the implementation of an action-research focussed on aspects related to sustainability. Full article
(This article belongs to the Special Issue Education for Sustainable Development: Exploring Water and Energy)
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