Education and Learning in the Context of the New Normal: Sustainable Development and the Path to Sustainability

This study aims to investigate the development of empathy as a thinking skill among preservice teachers at the University of Kazakhstan. Empathy is one of the domains of critical thinking, and this article aims to reveal the domains of empathy of future teachers. The research used some questions developed by empathic abilities diagnostics The questions were tailored to the pedagogy students and their experiences, and only those related to expressing empathy skills, i.e., assessing the ability to empathize with and understand the thoughts and feelings of another person, were selected. In this article, the authors stress the importance of empathy skills and their expression for developing creative thinking skills in future teachers. The results of a study involving 114 prospective schoolteachers (80 women and 34 men) from one university in Kazakhstan are presented. The study explored preservice teachers’ perceptions of the development of empathy skills, which included areas such as the conditions and dispositions for empathy, the ability to empathize with others, and the identification of empathy expression. To summarize the empirical data, it can be said that preservice teachers are able to recognize the body language of individuals and understand others without words, react emotionally to disasters in the immediate environment, and are sometimes out of control in their vocabulary in the immediate environment (they may unintentionally offend others). Full article

Higher education institutions (HEIs) primarily serve as centers of knowledge, capacity builders, and policy influencers and choose to voluntarily engage with the United Nations Sustainable Development Goals (UN-SDGs) as they are not mandated to implement them. In this paper, we examine the role of Saudi Arabian higher education institutions (HEIs) in sustainability efforts through their participation in the Times Higher Education Impact Rankings (THE IR) from 2019 to 2024. Also, the strategic alignment of HEIS with sustainability frameworks is assessed, emphasizing their contributions beyond ranking participation. Using the European University Association (EUA) and the UN-KSA Cooperation Framework (2022–2026), this study identifies both achievements and strategic gaps in HEIs’ contributions. Additionally, a comparative analysis with the Saudi Arabian Sustainable Development Report (SDR) of 2024 explores HEIs broader contributions. Hierarchical Cluster Analysis (HCA) is applied to classify HEIs based on SDG engagement, identifying leading, partnering, and supporting HEIs for potential collaboration. The findings reveal a significant increase in HEI participation, rising from 4% in 2019 to 49% in 2024. However, persistent gaps exist, particularly in SDGs 1–2 and 12–15 (addressed by fewer than 10% of HEIs) and SDGs 7, 9–11, and 16 (targeted by fewer than 25% of HEIs). This study highlights the need for a structured strategic alignment beyond rankings, positioning HEIs as enablers of sustainability driven education, research, and institutional governance. Full article

This study examined the impact of a teacher training programme combining Education for Sustainable Development (ESD) and Mathematical Modelling (MM) on pre-service primary mathematics teachers’ (PSTs) understanding of sustainability and its integration into mathematics education. Using a mixed-methods approach, data were gathered through pre- and post-test questionnaires and qualitative reflections. The results showed a significant improvement in PSTs’ knowledge of sustainability after the training. Key themes included the development of mathematical modelling competence and an increased understanding of sustainability topics and the importance of critical thinking. Participants also emphasized the importance of lifelong learning, openness to change, and acquiring the necessary didactic skills for creating ESD–modelling tasks. Additionally, the study found that PSTs’ personal behaviours shifted toward sustainability, with a focus on responsible consumption, water conservation, and climate action, aligning with various Sustainable Development Goals (SDGs). The seminar addressed all 17 SDGs, however, in the post-test questionnaire, participants most frequently provided examples related to SDG 6 (Clean Water and Sanitation), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). It recommended a stronger emphasis on interdisciplinary approaches, targeting underrepresented SDGs, and challenging existing beliefs that restrict sustainability integration in subjects like mathematics. Mathematical modelling activities were highlighted as a key tool for integrating sustainability concepts into mathematics lessons. Full article

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and the sustainability of the education system, especially during prolonged emergencies. This study contributes to the field by empirically testing a conceptual model of teacher well-being in emergency contexts, specifically addressing the COVID-19 school closures with a sample of over 19,600 teachers from Kazakhstan through an online survey design. Utilising a multidimensional socio-ecological framework that considers individual, school and home, community, and national factors, this study identifies key predictors of teacher self-reported well-being. Individual-level predictors explained 9.3% of the variation in physical well-being (F = 118, p < 0.001, R² = 0.093) and 4.5% in psychological well-being (F = 72.2, p < 0.001, R² = 0.045). In contrast, school- and home-level predictors demonstrated significantly greater explanatory power, accounting for 21.9% (F = 128, p < 0.001, R² = 0.219) and 15.5% (F = 89.5, p < 0.001, R² = 0.155) of the variation in physical and psychological well-being, respectively. Community-level predictors explained 12.8% of the variation in physical well-being (F = 191, p < 0.001, R² = 0.128) and 10.2% in psychological well-being (F = 324, p < 0.001, R² = 0.102), while national-level predictors accounted for much smaller proportions: 0.67% for physical well-being (F = 21.8, p < 0.001, R² = 0.0067) and 1.4% for psychological well-being (F = 83.589, p < 0.001, R² = 0.014). These findings highlight the significant influence of home and school, as well as community-level predictors, on teacher well-being during emergency contexts, suggesting that interventions targeting these areas may be particularly effective in supporting teacher well-being. The findings reveal that while Kazakhstani teachers reported poor physical well-being, they generally had a more positive assessment of their psychological well-being. Vulnerable groups included women, older teachers, non-Kazakh teachers, and those with higher education levels, as well as teachers in Russian medium and mixed-medium schools, all of whom reported lower physical and psychological well-being. Additional risk factors identified were a lack of student engagement, difficult relationships with parents, a directive leadership style, family conflicts, and inadequate resources at home and school. Conversely, protective factors such as teacher autonomy, collegiality, networking opportunities, and self-efficacy emerged as significant contributors to well-being. These findings reveal a complex interplay between cultural factors and subjective perceptions of well-being. This study emphasises the critical role of these predictors in both emergency and non-emergency contexts, underscoring the urgent need for targeted policies and programmes that sustainably support and enhance teacher well-being holistically. This approach will promote Sustainable Development Goal (SDG) 3 (well-being) and ensure access to equitable quality education (SDG 4) for all learners, ultimately contributing to the overall resilience of educational systems. Full article

Coal mine disaster prevention is a fundamental course within mining engineering and coal mine safety engineering curricula. Given the complexity and variability of coal mine disasters, it is crucial to cultivate students’ practical awareness to address the challenges encountered in this field. Virtual reality (VR) technology, with its highly realistic and reusable virtual environments, reduces the resource consumption required for on-site training. Additionally, it offers an effective solution for students to safely and efficiently understand coal mine disasters, master the common types of disasters and their causes, and enhance immersive learning, practical skills, and emergency response capabilities. This study integrates virtual simulation experiments with course content and utilizes VR technology to simulate mine environments and disaster processes, which allows students to experience disaster events in a safe virtual setting. By incorporating embodied cognition theory and VR gesture technology, an interactive learning system is developed to improve students’ learning efficiency and engagement. The results indicate that applying VR technology to teaching coal mine disaster prevention and control significantly stimulates students’ interest and facilitates a comprehensive, intuitive understanding of the causes, characteristics, and prevention measures associated with coal mine disasters. Employing virtual reality technology in education not only enhances the students’ awareness of coal mine safety but also provides strong support for the sustainable development of coal mine enterprises. Full article

The share of general upper secondary students working or having acquired work experience in an authentic work environment in parallel with learning in formal educational settings is expanding. It is therefore important to understand how learning in an authentic work environment and the interrelationships between work and school learning support the development of students. The main aim of this study is to understand and conceptualise the early work experience of students studying at general upper secondary schools. This study applies a phenomenological approach by conducting semi-structured interviews with students who have had work experience in authentic work environments. The main results of this study show that the variety of meaningful skills and competences developed in the work environment is rather great. Mostly, generic competences are learned at work. The incorporation of elements from one practice into the other (work to school or school to work) also occurs. Knowledge learned at school in traditional subjects and in elective courses is applied at work in a few cases. The positive impact of work experience on school studies, however, was reported—better time planning, increased motivation to learn, and increased career awareness. Full article

Green logistics talent is becoming increasingly scarce in this era of global sustainability. However, there has been a lack of research on how to develop this. This study explores effective approaches to cultivating green logistics talent within Chinese universities. The University of Science and Technology Liaoning (USTL), a university that has made outstanding achievements in green logistics talent cultivation (GLTC), was reported as a case study. The initiation, processes, and effects of GLTC at the USTL were introduced in detail. The nine processes included establishing cultivation objectives, determining the knowledge system, developing the course named Green Logistics Virtual Simulation Experiment, publishing the textbook Green Logistics Theory and Experiment, setting up the global Virtual Office for GLTC, promoting the reform of teaching model, etc. The four effects include 180,000+ people from more than 140 colleges worldwide using the course, a significant improvement in the quality of students’ green logistics knowledge and skills, etc. Finally, six successful experiences of GLTC at the USTL were analyzed, and a successful model was constructed. This study provides a comprehensive model for cultivating green logistics talent within higher education, using USTL as a case study, which provides important references for GLTC not only for Chinese universities but also for global universities. Full article

In the new normal, online education has become a norm and is considered equally important as traditional face-to-face education. Although online teaching has improved accessibility, reduced management costs, and expanded educational opportunities, there are also some issues, such as whether technology and internet access are widespread and whether the quality of online education is better or worse compared to previous modes. With the rapid development of online education, it is crucial to investigate the key factors influencing university teachers’ continuous usage of online teaching platforms and their working mechanisms, which is of great significance for improving the level of educational informatization and promoting educational modernization. This study mainly explores the continuous usage intention of online teaching platforms by Chinese university teachers under the new normal and its influencing factors, aiming to provide theoretical support and practical insights for improving educational informatization, promoting educational modernization, and designing and optimizing online teaching platforms. This study builds a new theoretical framework based on the technology acceptance model (TAM), UTAUT model, and the theory of planned behavior (TPB). From April to November 2024, 343 questionnaires were collected from Chinese university teachers. Combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA), the key factors influencing teachers’ continuous usage of online platforms and their configuration relationships are systematically discussed. Not only are the key factors verified, but the configuration relationships are also revealed, providing deeper insights for universities to design, promote, and optimize online teaching platforms and offering theoretical support and practical guidance for promoting sustainable educational development. Full article

Social Innovation is defined as both a concept and a tool for social change that, in recent decades, has formed the backbone of numerous policies implemented by the European Commission. However, part of the academic literature identifies several limitations in the discursive potentialities presented within the institutional framework. Accordingly, the aim of this article is to examine how European social policies on Social Innovation conceptualise the ‘being’ and ‘ought to be’ of citizenship, or the subject, from a critical Foucauldian perspective, with a view to problematising its implications for the analysis of the social reality represented in these policies. To this end, a qualitative strategy employing discourse analysis and the ‘logics of critical explanation’ approach is utilised, analysing 26 institutional documents from the European Commission issued between 2010 and 2024. The findings indicate that this discursive institutional framework construes citizenship as embodying a rational, active, capable, and conscious subject, committed to solving social problems. This conception of the ‘being’ of a citizen implies a significant transformation in the ‘ought to be’ of that citizen. If citizens are deemed capable of understanding and transforming their environment, they are thereby responsible for ensuring their own well-being and equipping themselves with the necessary skills to adapt to economic change, transforming them into “neoliberal subjects” within a Foucauldian framework. This new normativity appears to naturalise the functioning of social and economic structures and their dynamics, resulting in an undialectical analysis of social realities. Full article

Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in Beijing answered the background information questionnaire, the 8-item English Classroom Anxiety Scale and the 35-item English Learning Motivation Questionnaire. The major findings were as follows: (a) English learning motivation, English classroom anxiety and use of English were significantly correlated with one another, and (b) English classroom anxiety, use of English and English learning motivation generally significantly predicted the students’ English achievements. These findings confirm the importance of L2 motivation, foreign language anxiety and contact with the L2 for second language learners. Hence, specific suggestions (e.g., reading and listening to more of a second language, creating a supportive and relaxed L2 classroom environment, etc.) are discussed regarding how to enhance L2 learning motivation, reduce foreign language anxiety and increase contact with the L2 in second language learning, so as to ensure sustainable development in second language learning. Full article

The scale and quality of higher education are key indicators of a country’s development level and its potential for future growth. This study utilizes literature analysis and the core functions of higher education institutions to construct an evaluation index system for the modernization level of higher education in China, using data from 2012 to 2022. The results reveal the following: (1) From 2012 to 2022, the modernization level of higher education across China’s 31 provinces generally increased, despite some fluctuations. Beijing consistently maintained the highest level of modernization, while Hainan demonstrated the fastest growth rate. (2) The modernization level of higher education exhibited uneven distribution across the provinces: eleven provinces were at a low level, eight at a moderate level, eight at a relatively high level, and four at a high level. (3) The development level of higher education modernization shows a clear correlation with geographic location and economic development, characterized by a distinct ‘high in the east, low in the west’ pattern. (4) There is a urgent need to enhance the internationalization of higher education development in China. (5) The overall index of higher education development in China displayed a slow decline with fluctuations from 2012 to 2022, reflecting ongoing efforts toward balanced development across the 31 provinces and cities. The most significant disparities in higher education development remain between the western and eastern regions. Full article

This article explores contemporary models of the development of methodological competence, focusing on the needs of IT discipline teachers. The challenges in implementing these features within modern educational conditions are identified, underscoring the necessity for creating innovative teaching methods adapted to the requirements of IT teachers. By analyzing current trends in the educational environment, the authors highlight key stages in the continuous education system for teachers, including the mastering of basic education, adapting young teachers, and fostering their professional development. The article reveals the actual possibilities of developing the methodological competence of teachers as an ongoing endeavor to elevate their professional pedagogical culture. In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology. Full article

Education policies are often critiqued for short-sightedness and increasingly contended for their unsustainability. In the face of a bipolar characterisation of educational goals for economic utilitarianism and humanism with spiritual gratification, this study examines Bhutan’s Educating for Gross National Happiness (EGNH) as a policy tool. Aiming to understand whether EGNH is an inclusive, holistic, and sustainable policy instrument, this study pivots on coalesced methodological approaches of deliberative policy analysis, documentary policy reviews, and comparative policy analysis. The research design included examining the effectiveness and sustainability of the EGNH initiative through the lens of policy design. The main findings reveal that external and internal factors such as foreign policy influences, inconsistent internal policy interventions, interferences by party politics, weak policy coherence, and a lack of a comprehensive policy framework are the principal reasons for unsustainable policy gaps. This study offers valuable insights with a proposal for a comprehensive and dynamic framework to shape the future of education in the spirit of sustainability. Full article

The purpose of this study is to evaluate how the ChopMelon Net online learning platform can contribute to the effectiveness of sustainable education by incorporating real social issues. The core innovation of ChopMelon Net is that it provides a learning environment that connects learners directly to real-world challenges and aims to enhance learners’ understanding of sustainable development theory. The study employed the technology acceptance model (TAM), theory of planned behavior (TPB), and knowledge–Behavior gap theory (KBGT) to design the questionnaires and semi-structured interviews in order to comprehensively assess the impact of ChopMelon Net on learners’ skill enhancement. The results showed that learners not only showed significant improvement in critical thinking and problem-solving skills after using ChopMelon Net, but also expressed a high level of satisfaction with the educational content and interactive experience provided by the platform. In addition, the study found that ChopMelon Net effectively promoted learners’ awareness of the importance of sustainable education and behavioral change through its innovative educational model, which provides important empirical support for future sustainable education practices and the design of online education platforms. This study highlights the importance and effectiveness of incorporating real social issues into the teaching and learning process, with far-reaching implications for sustainable innovation in education. Full article

The paper analyzes what personal goals primary school pupils are able to set on their own and how they achieve them in their decision-making process, thereby developing competence in learning to learn. In this work, the reader will be able to get acquainted with the theoretically grounded concept of the development of competence in learning and the possibilities of developing this competence in primary schools. In addition, it provides practical tools for the quality development of students’ learning competence, where students not only set personal goals and plan the steps to achieve them but also reflect on their experiences. An action research study analyzed the content of students’ (N = 50) personal learning diaries, discussing the students’ learning goals and the choices they make to achieve them and reflecting on the efforts made, and results were obtained in the development of the competence to learn. Based on the study findings, it is evident that fourth-grade students exhibit distinct patterns in individual goal setting, action-planning, and reflection processes. The analysis presented in this paper analyzes the general highlights and overarching themes and provides specific instances of goals, activity tasks, and reflections, offering insight into the cognitive processes of fourth-graders and their perceptions regarding the benefits and challenges of learning. Full article

Responding to contemporary global challenges will require quality education, which presupposes changes in schools’ organizational structures, new roles and mentalities for the players involved and a culture of learning at the different levels of organizations. In this regard, we strive to understand how changing certain organizational structures, more specifically the organization of teaching by educational teams operating as professional learning communities, can have an impact on individual, collective and organizational learning at schools. To this end, we have adopted a qualitative research paradigm, put into operation through a case study, based on a qualitative-quantitative approach. We combined a descriptive statistical approach consisting of two questionnaires, which have been decoded and interpreted both structurally and semantically, with a content analysis of interviews, focused discussion groups and field diary notes, to examine a number of unique contexts and the perspectives of individual players. We concluded that a change in organizational structures is an essential but insufficient condition. What is needed is a change in the players’ beliefs and collaboration that provides deep learning. As such, a substantial change in education at the level of educational organization requires joint action at the levels of structure, middle leadership, beliefs and professional cultures. Full article

This article reports an analytical review of research and policy concerning the qualities that create, sustain, and enliven academic partnerships between universities in different countries. This review provides context for a discussion of the development of the institutional partnership between the Universität Mozarteum Salzburg (Austria) and Georgia State University (United States of America). A scoping review of the literature suggests that such partnerships are viewed differently by those responsible for the legal agreement establishing the partnership, the faculty and students who are tasked with implementing the partnership, and outsiders who view the results of the partnership via publications, presentations, and performances. This review situates the analysis of the partnership with the identification of themes consistent with the broader literature, including a reflection on cultural awareness, access and equity, institutional and human capacity building, and ethical dilemmas. Implications include a reflection on the collaboration’s COVID-19 era development, with the suggestion that the shift to virtual communication enhanced the partnership even as it disrupted the planned implementation. Full article

The research on the quality of employment in China holds immense significance for attaining high-quality employment development. Firstly, enhancing the quality of employment facilitates the optimization of labor resource allocation and enhances economic efficiency. Secondly, high-quality employment serves as a fundamental pillar for social equity and stability. Lastly, continual enhancement of employment quality caters to the requirements of social development and plays a crucial role in promoting economic transformation and achieving sustainable development. However, what is the current situation of employment quality in China? How can we scientifically measure employment quality? What are the key factors for the development of employment quality? This study aimed to use spatiotemporal tensor data to measure the level of employment quality in China’s provinces and analyzed the magnitude and direction of its influencing factors in the spatiotemporal dimension. Taking thirty provinces, autonomous regions, and municipalities directly under the central government in China from 2011 to 2020 as the research objects, the employment quality evaluation system was constructed from six dimensions: employment environment, employment status, employability, labor remuneration, social security, and labor relations. The employment quality index data were expressed in the form of three-order, high-dimensional tensor spatiotemporal data, and the employment quality of China’s provinces was measured from the spatiotemporal perspective by using principal tensor analysis. Then, the visual analysis of the development and change process of employment quality was carried out. The spatial autocorrelation analysis of employment quality was carried out, and the time–space dual-fixed-effect model of the spatial Durbin model was selected to analyze the direction and magnitude of the influence factors of employment quality on the selected and neighboring provinces. The research showed that: (1) The overall level of employment quality in China was not high, the employment quality varied greatly among provinces, and the employment quality development gap among provinces showed a trend of widening. (2) The development of employment quality in western China was relatively fast, while the development of employment quality in central China showed insufficient stamina. (3) Sichuan Province had a strong radiation effect on the development of employment quality in neighboring provinces, and Beijing and Tianjin had a strong siphon effect on the development of employment quality in neighboring provinces. (4) The level of industrialization and informatization promoted the development of employment quality in China’s provinces, while the industrial structure had a significant negative effect on the development of employment quality. According to the research findings, the following policy recommendations are proposed: (1) strengthen inter-provincial cooperation and exchange, (2) emphasize support for the central and western regions, (3) fully leverage the radiation effect of Sichuan while optimizing the siphon effect of Beijing and Tianjin, and (4) enhance industrialization and information technology levels, as well as adjust the industrial structure. Full article

This research aims to examine the evolution of student attitudes toward the Transilvania University e-learning platform over a three-year period, encompassing the time before and after the COVID-19 pandemic. The study collected both quantitative and qualitative data through a structured online survey. Quantitative data were analyzed using descriptive statistics (frequency distribution) to measure changes in perceived ease of use, experiences, or degree of satisfaction, while qualitative responses were thematically analyzed to capture students’ comments about the platform within the Technology Acceptance Model (TAM) framework. The findings indicate an increased usage of the e-learning platform and satisfaction with the user interface post-pandemic, along with a reduction in reported technical issues. Moreover, a predominantly positive sentiment emerged from the thematic analysis of student feedback. These results provide universities with evidence that higher education facilitated by an e-learning platform is sustainable and capable of offering enriched learning experiences, extending beyond the pandemic context. Full article

Developing energy literacy and pathways for youth to clean energy careers are vital for sustainable development, aligning with various Sustainable Development Goals (SDGs), from climate action to quality education. Despite the increasing focus on nurturing energy-literate youth, there is a lack of comprehensive insights into how students develop their energy literacy within diverse learning environments. This study addresses the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To address the research question, we develop a conceptual framework for understanding the development of energy literacy among high school students based on a learning ecology perspective. Focusing on students’ energy literacy, encompassing information search, attitudes, behaviors, and knowledge of energy, we examined the influence of school-based clean energy program participation, virtual information sources, and interactions with peers and family. Furthermore, we conducted an empirical analysis to identify factors associated with energy literacy among high school students from Alabama high schools. The student sample was intentionally recruited from case study high schools in Alabama that implemented a clean energy education pilot project. This sample includes both program participants and non-participants who completed pre- and post-program surveys, resulting in a total of 189 survey responses. Findings indicate a positive association between the school-based clean energy program and a significantly higher increase in energy-related information searches among program participants compared with non-participants. The virtual learning setting, especially video platforms, was also significantly associated with students’ energy-related information searches and positive attitudes toward energy. Findings also indicate that family relationships and pre-existing STEM interests significantly determine youth energy literacy. These findings provide valuable insights for the development and expansion of future energy education programs. If the energy education program incorporates these crucial learning factors and establishes an interconnected learning environment, the convergence of multiple learning aspects within the program can foster a synergistic learning ecosystem for youth energy literacy. Full article

Effective teaching requires an educational environment that promotes learning, and yet, developing such an environment can be challenging within today’s agricultural-based classroom for educators due to the trend to a more virtual teaching format and less hands-on learning. Animal interaction, particularly equine activities, has been shown to assist educators in the development of an emotionally safe environment for promoting learning. However, research is lacking as to whether the interaction with the animal needs to be direct or indirect within the collegiate educational environment to observe benefits. Therefore, the objective of this study was to determine the impact of equine interaction, both direct and indirect, within an educational environment on the emotional safety and learning for the college student within the agricultural-based classroom. Three course types were observed within the agricultural-based educational environment that included courses with no equine interaction (Group A) and courses with equine interaction, both direct (Group B) and indirect (Group C) interaction with the horse. Indirect interaction included items such as observation of equine handling via a video or gaining knowledge from reading online materials, but not engaging in direct, hands-on activities with the horse. Development of emotional safety within the students enrolled within these courses was measured using a self-reporting emotional safety evaluation. Due to the structure of the scale, a decrease in emotional safety indicated a positive change. Learning, both development of semantic and procedural memory, was measured using a student-completed knowledge examination and an instructor-completed skill evaluation, respectively. While significant improvement in emotional safety was not observed within any of the course types, a weak negative correlation was found between emotional safety and semantic memory for students enrolled in equine courses, both direct (R = −0.55, R² = 0.28) and indirect (R = −0.25, R² = 0.06) interaction, finding as emotional safety scores lowered to the ideal range that knowledge improved. In addition, students within equine courses showed semantic memory development in specific areas of equine sciences (Group B: Grooming/Tacking, p = 0.03; Group C: Equine Behavior, p = 0.04) and direct equine interaction resulted in development of equine-based procedural memory in all four skill areas measured within the study (p = 0.00). As such, learning is promoted through equine interaction, whether direct or indirect interaction, within the agricultural-based classroom, suggesting that both forms of equine interaction can be a valuable educational tool for the instructor within the collegiate setting. Full article

Idea generation is often considered the biggest influence on both the value creation and sustainability of a product–service system. Although several researchers have put forward sustainable innovation tools, there has been limited research into potential tools that can support the ideation stage for future sustainable fashion professionals. In this study, we aim to address this gap by (1) critically examining the management control systems that support the ideation phase and how different types of tools assist sustainability innovation, (2) investigating the potential value of co-creation in the ideation phase, and (3) evaluating a sustainable fashion toolkit designed for use in co-creation workshops. The proposed application of the toolkit was tested with designers, marketers, and entrepreneurs in several co-creation workshops (n = 147) that examined the users’ experiences and the toolkit’s usefulness using task analysis. In-depth interviews with industry professionals and educators were also conducted to identify the key criteria for optimal tool development and use in both industrial and educational contexts. This study contributes at a theoretical level by proposing a sustainable fashion innovation tool that considers management control systems and practical guidelines for tool development and by delineating implications for the future of sustainable fashion education and skills. Full article

This article presents research on a creative and reflective thinking proposal conducted in the Early Childhood Education teaching degree program of the University of Valencia. The proposal was planned from a transdisciplinary perspective and combines art, technology and the Sustainable Development Goals from the 2030 Agenda. The study is linked to the Textile Cartographies international participatory project by the APECV (Association of Teachers of Expression and Visual Communication), in which 13 countries are involved. The research methodology is quantitative, using a validated questionnaire that helps evaluate the effectiveness of active transdisciplinary methodologies and art to promote reflective thinking. The total sample was composed of 117 students. The results of the questionnaire, which is structured into eight scales and a total of 48 items, reveal how activating reflective thinking leads to curiosity and surprise. This activation is driven by a transdisciplinary educational proposal which uses new technologies as a tool to create narratives and cartographies. In addition, importance is placed on cooperative group work, the contribution of ideas, and fostering creativity, giving value to experience for one’s own professional future. Full article

This paper aims to assess students’ perceptions regarding the extent of integration of the eighth principal Sustainable Development Goal (SDG 8) “promote inclusive and sustainable economic growth, employment, and decent work for all” into an undergraduate business school (BS) course. We analyzed students’ perceptions with respect to three pedagogical themes: content/curriculum; knowledge and skills; and awareness and attitudes. Based on legitimacy theory, we conducted a survey of 124 students at a globally accredited business school that has been a pioneer in terms of integrating SDGs into business school education in the Middle East and particularly in the United Arab Emirates (UAE), which we refer to as Alpha Business School (ABS). A Q-methodology approach was adopted by designing a concourse of 37 statements. Our research findings highlight that in response to institutional governmental pressure to implement the SDGs at all levels in the country, ABS has begun to integrate the SDGs into its practice, including undergraduate courses. However, after a more in-depth analysis, the findings suggest that traditional learning methods and a “business as usual” mentality continue to prevail as a management paradigm among students and that, therefore, ABS has only embedded SDG 8 symbolically without undergoing a full substantive change. In conclusion, further work is needed to incorporate the SDGs into all dimensions of the business school’s activities and to promote new methodologies, skills, and competencies. This paper is helpful for accounting educators and curriculum setters in the process of revamping accounting curricula to reflect the importance of sustainability education. The results of this study have professional, academic, and policy-making implications. Full article

In this study, we aimed to examine pre-service teachers’ attitudes toward reading books and their technology addictions. We used a correlational survey model. The sample of this study consisted of a Turkish pre-service teachers group studying at the Department of Turkish Education in the education faculty of a state university in Turkey. Our research used the “Attitude Scale Towards Reading” and “Technology Addiction Scale” as data collection tools. As a result of the study, we determined that the attitudes towards reading of pre-service teachers were positive. Furthermore, there was a significant difference in favor of female pre-service teachers in the sub-dimensions of book-reading love, reluctance to read, and stress. The significant difference in the online game-playing sub-dimension of technology addiction favored male pre-service teachers. On the other hand, we found a negative meaningful relationship between pre-service teachers’ technology addiction and their attitudes toward reading. Full article

To demonstrate the potential of the fifth edition of the Headway EFL textbook as a means to cultivate sustainability awareness and competence in Education for Sustainable Development (ESD), this study aims to identify themes related to the Sustainable Development Goals (SDGs) within the textbook. The secondary objective is to identify grammatical concept exercises that can function as a means of augmenting sustainability competencies. Drawing on constructivism research philosophy, this study utilized a content analysis approach to identify themes and patterns of SDGs in the textbook. This involved connecting language skill development (reading, listening, writing, and speaking) within every topic unit of the textbook with each of the 17 Sustainable Development Goals (SDGs). Furthermore, we focused on identifying and correlating different grammatical tasks that have the potential of enhancing students’ anticipatory, system-thinking, normative, strategic, and interpersonal sustainability competencies. The findings indicated that, with the exception of SDGs 6 and 1, all of the remaining 15 Sustainable Development Goals (SDGs) are depicted throughout the six levels of the textbook. In addition, it was revealed that exercises pertaining to grammatical concepts, including passive voice, pronouns, conjunctions, adjectives, and emphatic language, simple future tense, serve as significant predictors and enhancers of the five core competencies of sustainability. The present study sheds more light on the current understanding of sustainability awareness and competencies that are crucial for advancing Education for Sustainable Development (ESD) initiatives across various levels of the educational system. Full article

National identity education is a form of education that fosters a stable sense of national identity among citizens and plays a crucial role in the sustainable development of the country. However, with the deepening of economic globalisation and cultural pluralism, pre-service teachers, in their dual roles as school students and prospective teachers, have encountered challenges in practicing their intention to implement national identity education. This study constructed a model of influencing pre-service teachers’ intention to implement national identity education based on the theory of planned behaviour (TPB) and the cognitive evaluation theory (CET) with the aim of explaining and analysing the development path of pre-service teachers’ educational intentions. The model was validated using PLS-SEM and fsQCA on data from 280 pre-service teachers in teacher training colleges in northern China. The PLS-SEM results indicated that subjective norms, relatedness need, and study resources directly and positively influenced pre-service teachers’ educational intentions, and study resources could also indirectly influence educational intentions through subjective norms and a need for relatedness. The fsQCA results indicated that a single variable was unable to predict and explain educational intentions. A total of five ways of influencing educational intentions emerged from the group analysis. Based on the pre-service teachers’ propensity to demand learning resources and their competence, pre-service teachers were categorised into four types—basic development pathway, internally driven pathway, competence-driven pathway and resource-supported pathway—and recommendations were made according to the degree of reliance on resources of different types of pre-service teachers as a way of providing theoretical and data support for the sustainable development of the country. Full article

The challenge of this century is without a doubt to counter global warming. Land management, agriculture, and forests are responsible for 23% of total greenhouse gases (GHGs). In developing countries, such as those in African territories, where economic capacities are sometimes small and socio-cultural and linguistic perceptions are different, this requires a transition that is just and respectful of local culture and language, while at the same time helping to create labor conditions that respect gender and minors. This article describes a socio-technical ecological transition in the cocoa chain production in Côte d’Ivoire, which is not only the world’s leading producer of cocoa beans (45%) but also one of the African countries most prone to deforestation. Linguistic and multicultural aspects come together in Côte d’Ivoire, where more than 70 local languages are spoken. Intelligent digital approaches, agroecological issues, new methods, and sociocultural questions are embedded in a context of collaboration and co-creation, a living lab approach, to ensures sharing and co-creation among NGOs, farmers, companies, and researchers. A framework of socio-technical transition is presented, and this research aims to not only achieve the goals of a just ecological transition and reduce carbon footprint and deforestations but also to create diverse labour conditions, gender respect and inclusion. Full article

Online-learning stress poses a significant challenge to the sustainability of higher education. The present study employs mixed methods to propose a conceptual process model that depicts the mechanism of online-learning stress of college students. The result of the qualitative study indicates 11 influential factors of online-learning stress, 10 manifestations of online-learning stress (OS), and three learning performance outcomes of OS (LP) through in-depth interviews with 15 college students. The result of a quantitative study on 159 online surveys implies that the influential factors of online-learning stress could be further categorized into learner competence and commitment (LC), course design reasonability (CD), and social support (SS). In addition, the results of the structural equation model (SEM) confirm the negative impact of LC and CD on OS, as well as OS on LP. However, the negative effect of SS on OS is unsupported. The study contributes to both OS theory development and online-learning and teaching in higher education. Full article

Background: During the school years, many contextual and academic scenarios ensue that demand students mobilise their intrapersonal and social abilities. The way these situations are faced will determine the future personality of teenage students. This study aims to analyse the relationship between self-esteem and self-efficacy and the possible mediating role of satisfaction with life in secondary school students. Methods: The study comprises 816 participants, both male (N = 426; 52.20%) and female (N = 390; 47.89%) from 11 private and public secondary schools. The instruments used are the Academic Self-Efficacy Scale (ASES), the Rosenberg Self Esteem Scale (RSES) and the Satisfaction With Life Scale (SWLS). Results: The results reveal a gender difference in terms of self-esteem and significant correlations between the three constructs under consideration. Self-esteem is found to play a mediating role between self-efficacy and life satisfaction. Conclusion: The study reveals that self-esteem has significant influence in self-efficacy and life satisfaction in adolescents and in the mediating role that self-esteem plays in the relationship between the other two constructs. This emphasises the importance of building self-esteem towards the personal and psychological development of students. Full article

This study aimed to evaluate the Adaptive Learning Framework (Alef) platform and determine how parents perceive the implementation of such a program to support their children’s learning. Alef is a smart learning program that is mandated in United Arab Emirates (UAE) public schools to promote student-centered, interactive, and differentiated learning and personalized experiences. The participants were parents of students enrolled in grades 9–12 in UAE public high schools. The study used semi-structured interviews to gather qualitative data to delve deeply into parents’ perceptions of how Alef supports their children’s learning. The results showed that Alef offers stimulating and engaging educational experiences and encourages independent learning. It was found that students’ learning was bolstered when using Alef. In addition, the results indicated the existence of some challenges stemming from the usage of Alef that could have an impact on students’ learning and motivation and, ultimately, the sustainability of such a program. Recommendations are provided to overcome these challenges. Full article

Ensuring the success of medical students in post-baccalaureate training is crucial for providing sustainable, high-quality healthcare worldwide. However, international medical students encounter unique sustainability challenges that may affect their ability to learn and excel in medical schools. Therefore, this study aimed to investigate and assess the key attributes of learning styles and attitudes among first- and second-year medical students from a university in Southern Taiwan using the Attitudes Toward Thinking and Learning Survey (ATTLS). In November 2022, a cross-sectional survey and purposive sampling were used to recruit all 43 international medical students. Factor analysis was employed to identify and simplify complex personality traits associated with learning styles and attitudes. The resulting four-factor solution, which accounted for 70.364% of the total variance, was labeled as follows: Factor 1 “Understanding, Interaction Insights, and Empathy”, Factor 2 “Respect, Trust, and an Objective and Rational Vision of Multicultural Diversity”, Factor 3 “Comment, Debate, and Declare One’s Position”, and Factor 4 “Critical Thinking, Logical and Rational Problem Solving, and Rigorous Inference”. This study highlights the significance of connected knowers, who possess both Factor 1 and Factor 2, in providing holistic empathy and multicultural insight for future pedagogy. The four factors identified in this research can serve as a guide for developing teaching strategies that consider students’ diverse learning preferences and needs. By cultivating connected knowers, this research contributes to the sustainable improvement of pedagogical quality and the reduction of non-intellectual challenges in the classroom. Full article

The coronavirus (COVID-19) pandemic forced a rapid transition of K-16 education to remote and online learning in the final quarter of the 2019–2020 school year. The disruption was extreme for all teachers in K-12 but particularly for teachers involved in pilot programs, such as the NSF-funded Engineering for Us All (e4usa) project. This paper reports the key findings obtained through systematic data collection from a pilot cohort of high school teachers who adapted a brand-new engineering curriculum during the COVID-19 pandemic, students who experienced the adapted curriculum, and a new cohort of teachers who were tasked with teaching the updated curriculum. Full article

This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners’ self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning. Full article

During the COVID-19 pandemic, entire university courses were moved online. This represented a challenge for universities, who were required to move toward an entirely online learning environment without adequate time to manage the change from traditional courses to online courses. However, beyond the emergency of the pandemic, higher education does increasingly incorporate an online learning element, and such a provision does appear to reflect both the desires of modern-day students and university offerings. For this reason, assessing students’ online engagement is fundamental, not least because it has been seen to be related both to students’ satisfaction and their academic achievement. A validated measure of student online engagement does not exist in Italy. Therefore, this study aims to assess both the factor structure and the validity of the Online Student Engagement (OSE) Scale in the Italian context. A convenience sample of 299 undergraduate university students completed a series of online questionnaires. The Italian OSE scale presents good psychometric properties and represents a valuable instrument for both practitioners and researchers examining students’ engagement in online learning. Full article

The curriculum is a dynamic and continuous process that must be adapted to the requirements and needs of specific contexts to respond to current problems. Currently, it is estimated that more than 828 million people in the world suffer from hunger, so food security must be based on the production and availability of food and physical and economic access to food, as well as its safety. For the above, this research aims to propose a curricular innovation to the professional competences of the study program of the Agricultural Technician (TAP) that is offered in the Agricultural Technological Baccalaureate Centers to train technicians who contribute to food security in the region. A methodology with a mixed perspective with a qualitative approach and descriptive exploratory character was used. Based on the primary information and data collection, it was possible to specify and substantiate a curricular proposal according to the training needs of specialized technicians, who develop professional skills to promote food security, the establishment of agricultural production system, management of livestock production systems, operation of agro-industrial production system, and the design and execution of projects to promote the cultivation of food from small-scale families. Full article

Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on environmental attitude. While high levels of self-determination (i.e., intrinsic motivation) positively affected pro-environmental attitude (β = 0.40), low levels of self-determination (i.e., external regulation) negatively affected attitude (β = –0.31). Our data further pointed to a distinct trajectory of self-determination and inclusion of nature throughout adolescence (high scores for 12-year-olds that decline to a minimum around 15–16-years old); a trend that has already been shown for environmental attitude. Such a dip might help derive teaching recommendations in environmental education, e.g., by supporting high scores in time to attenuate a decline. Further teaching recommendations include strengthening students’ self-determination through their basic needs (autonomy, competence, and relatedness). Full article

The current wave of technological development globally necessitates certain entrepreneurial abilities for most professionals to succeed in the job market. This paper explores the factors influencing entrepreneurial skills acquisition amongst rural university students in Nigeria and South Africa. The strategic goal of setting up rural universities is to enhance the human capital of the host communities. As a result, an attempt is made to pinpoint challenges that stand in the way of achieving this objective. Data was gathered using a quantitative research methodology. A self-designed questionnaire was used to obtain primary data from 1088 randomly selected third-year students. The study’s outcome indicates that the acquisition of entrepreneurial competencies amongst undergraduates in the two higher education institutions was impacted by a number of similar factors, such as the university support system, campus entrepreneurial network, family background, availability of mentors, and entrepreneurship education curriculum. The study focuses on the necessity for universities to address skill shortages among undergraduates. Thus, the results could serve as a guide for policymakers on how to motivate rural university students to obtain globally relevant skills. Full article

Currently, there is concern about following an active and healthy lifestyle in the adolescent population. This is why the present research aims to conduct a systematic review covering the period 2017–2022 in order to analyse the levels of physical activity and adherence to the Mediterranean diet in the adolescent population. A search of the scientific literature was carried out in the Web of Sciences and Scopus databases during the month of December 2022. The search was carried out in the main collection of the database, limiting the time range to the last five years (2017–2022). The following structure was used to carry out the research search: “Physical Activit*” and “Mediterranean Diet” and “Adolescents”. In conclusion, it has been noted that the practice of any sport shows numerous benefits in anthropometric, respiratory, and physical factors. In addition, increased physical activity time is positively associated with increased adherence to the Mediterranean Diet, which has numerous academic, physical, and psychological health benefits. Full article

The current study investigates the Simple Model of Environmental Citizenship (SMEC) in a representative sample of Lithuanian emerging adults. The SMEC is a practical model of assessing environmental citizenship and is intended to be simple to use in interventions and longitudinal research. A total of 700 individuals (50% female) with a mean age of 30.6 years participated in the survey. The participants filled in a questionnaire comprising measures assessing all the components of the SMEC as well as a personality trait measure. Participants were clustered by their personality traits and the resulting profiles were used as a moderator for the SMEC. The results revealed that the SMEC functions differently for individuals possessing different personality trait patterns and that in order to promote environmental citizenship or to engage in education for environmental citizenship, different strategies might be more effective for different individuals. Full article

Drinking water is a scarce resource and the problems associated with its poor management and conservation are generating significant imbalances in the well-being of society, human health, and the environment. This research paper aims to determine the level of environmental awareness of primary school students in Spain (n = 95) of the management, use, and sustainable care of water, before and after applying a training program that allows working on the contents of water, from the different dimensions and shortcomings of environmental awareness identified in the paper. The study was undertaken from a mixed Research and Development approach (R&D), with an exploratory sequential design [QUAL(quan) → QUAL(quan)], in which, initially, a qualitative content analysis of the students’ drawings was carried out, to subsequently apply a number of complementary quantitative analyses. The qualitative phase involved the elaboration of a mixed category (deductive-inductive) system that allowed for the organization and interpretation of the information obtained. The results of this work reveal low levels of knowledge about the integral water cycle. Primary school students also show a low degree of responsibility towards water issues. The conclusions of this study point to the need to address content related to water care and conservation in the educational curriculum from a multidimensional and interdisciplinary approach, in order to understand the origin and impact of water problems. Full article

As one of the important ways to cultivate internationalized and highly competitive talents, Chinese-foreign cooperation in running schools (CFCRS) is very significant to education for sustainable development (ESD). From the perspective of ESD, we developed a teaching quality evaluation model using 18 indicators in 4 dimensions: resource input, faculty environment, teaching process, and teaching outcome. The DANP (Decision-Making Trial and Evaluation Laboratory-Based Analytic Network Process) method is used to explore the mutual influence relationship of teaching quality in CFCRS, and the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) method is used in this empirical study. The results show that the evaluation dimensions listed by impact level from big to small are as follows: teaching outcome, teaching process, faculty environment, and resource input. Among them, resource input and faculty environment are the cause dimensions, while teaching process and teaching outcome are the result dimensions. Academic support is the most influential indicator, followed by teaching resource and teaching management, and the teacher’s nationality is the least influential indicator. The CFCRS A of a comprehensive university in the developed region of China has the highest comprehensive score, followed by the CFCRS C of an applied science and technology university and CFCRS B of a comprehensive university in the underdeveloped region. The teaching quality of CFCRS can be improved by increasing the frequency of academic activities, strengthening teacher training, reinforcing curriculum and discipline management, and encouraging students to participate in competitions and paper publications. Full article

Background: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. Methods: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. Results: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Conclusion: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content. Full article