Education for Sustainable Development and Science Teaching

Topic Information

Dear Colleagues,

For several decades, it has been assumed that human influence causes an imbalance between economic development, social welfare and environmental protection that cannot be easily neutralised. The various appeals from the international scientific community, NGOs and the UN itself have had less impact than expected, although we can recently find these issues integrated into the educational curriculum in several countries. It therefore seems urgent and necessary to involve the educational field at all levels to take the necessary actions to address the situation. In particular, since the 2030 Agenda was proposed, several universities and research institutions highlight the need to develop sustainable education. Various efforts and proposals related to quality education, poverty, development, human rights and care for the environment are part of the strategic plans of institutions and are ongoing goals that are promoted at all levels of education. In addition, in order to achieve the Sustainable Development Goals (SDGs), institutions promote various activities such as the proposal of several conferences focused on the SDGs, the funding of research and innovation grants, the promotion of associations and social groups, regional, national and European projects and grants, and specific actions for each goal. It seems logical to think that the seed should be planted in education. As students first, and then as citizens, Education for Sustainable Development will provide the acquisition of skills, competences and attitudes, as well as the knowledge and values needed to provide a sustainable future for all. Although there are already important initiatives that are proving capable of raising students' interest in these issues, many of them are limited in scope. Further dissemination in an appropriate context could enable them to be applied on a wider scale and have a greater impact. The aim of this Special Issue is to bring together the most relevant current contributions in this field to serve as a model and example for others, convinced that only with the involvement of educators will it be possible to create true education for sustainable development. Therefore, we are honoured to serve as the guest editors of this Special Issue, which will contain articles related to the field of Education for Sustainable Development. We cordially invite researchers to submit their contributions, both original research articles and review articles, for this Special Issue.

Dr. José Benito Vázquez Dorrío
Prof. Dr. Araceli Queiruga-Dios
Dr. Manuel Filipe P. C. M. Costa
Prof. Dr. Miguel Ángel Queiruga Dios
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	2.5	4.8	2011	26.8 Days	CHF 1800	Submit
European Journal of Investigation in Health, Psychology and Education ejihpe	3.0	4.4	2011	28.4 Days	CHF 1400	Submit
Sustainability sustainability	3.3	6.8	2009	20 Days	CHF 2400	Submit
Trends in Higher Education higheredu	-	-	2022	28.5 Days	CHF 1000	Submit

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Published Papers (16 papers)

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22 pages, 305 KiB  

Open AccessArticle

How Well Do German A-Level Students Understand the Scientific Underpinnings of Climate Change?

by Thomas Schubatzky, Rainer Wackermann, Claudia Haagen-Schützenhöfer and Carina Wöhlke

Sustainability 2024, 16(17), 7264; https://doi.org/10.3390/su16177264 - 23 Aug 2024

Viewed by 527

Abstract

Understanding the scientific underpinnings of climate change is crucial for informed citizenship and future decision-making. This study investigates the understanding of the scientific underpinnings of climate change among German A-level students, focusing on key content areas such as the atmosphere, the greenhouse effect, [...] Read more.

Understanding the scientific underpinnings of climate change is crucial for informed citizenship and future decision-making. This study investigates the understanding of the scientific underpinnings of climate change among German A-level students, focusing on key content areas such as the atmosphere, the greenhouse effect, the carbon cycle, and the distinction between weather and climate. Using a validated climate change concept inventory (CCCI-422), we assessed 501 students from five urban secondary schools in North Rhine-Westphalia. Results indicate that students correctly answered on average 39% of the questions correctly, revealing significant knowledge gaps, particularly in areas like the greenhouse effect and atmospheric composition. We also identified several overarching ideas that many students demonstrate. This study underscores the importance of integrating comprehensive climate science education into national curricula and classroom instruction to foster scientifically literate future generations capable of addressing the global climate crisis. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

16 pages, 297 KiB  

Open AccessArticle

Diagnostic Evaluation of the Contribution of Complementary Training Subjects in the Self-Perception of Competencies in Ethics, Social Responsibility, and Sustainability in Engineering Students

by Sara María Yepes, Willer Ferney Montes and Andres Herrera

Sustainability 2024, 16(16), 7069; https://doi.org/10.3390/su16167069 - 17 Aug 2024

Viewed by 803

Abstract

Higher education institutions, as organizations that transform society, have a responsibility to contribute to the construction of a sustainable and resilient world that is aware of the collateral effects of technological advances. This is the initial phase of a research that aims to [...] Read more.

Higher education institutions, as organizations that transform society, have a responsibility to contribute to the construction of a sustainable and resilient world that is aware of the collateral effects of technological advances. This is the initial phase of a research that aims to determine whether subjects in the complementary training area have a significant effect on ethical, social responsibility, and sustainability (ERS) competencies in engineering students at a public higher education institution (HEI). To this end, a quantitative approach was used, adopting a descriptive comparative cross-sectional design and applying a self-perception instrument to a population of 418 students in the first and last semesters of engineering undergraduate programs. As a result, it was found that students that took subjects in the complementary area did not show significant development in social responsibility and sustainability competencies but did in ethical dimensions. Furthermore, in the triad of ERS competencies, there was a significant difference in students over 36 years of age, suggesting that time and academic experience contribute to a greater understanding and application of ethical and moral principles. These results support the idea that ethics and social responsibility are the pillars of sustainability. The findings highlight the importance of intervening in these subjects and complementing them with educational strategies that promote the continuous development of ERS competencies throughout the entire training itinerary, not only in complementary subjects, but as cross-cutting components of all specific engineering discipline subjects. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

15 pages, 1131 KiB  

Open AccessSystematic Review

Green Chemistry and Its Impact on the Transition towards Sustainable Chemistry: A Systematic Review

by Renée Sánchez Morales, Pedro Sáenz-López and Maria Angeles de las Heras Perez

Sustainability 2024, 16(15), 6526; https://doi.org/10.3390/su16156526 - 30 Jul 2024

Viewed by 664

Abstract

This study presents a systematic review that addresses the didactics of Green Chemistry in the field of chemistry education, and its main goal is to explore the implications of education in Green Chemistry in response to growing environmental concerns. To carry this out, [...] Read more.

This study presents a systematic review that addresses the didactics of Green Chemistry in the field of chemistry education, and its main goal is to explore the implications of education in Green Chemistry in response to growing environmental concerns. To carry this out, three databases were reviewed—Dialnet, Web of Science, and Scopus—using the PRISMA method and inclusion and exclusion criteria were established. Articles from journals from the last 6 years, in English or Spanish, that addressed the didactics of Green Chemistry at any educational level, and that offered free access to the whole text, were included; studies that did not specifically focus on the didactics of Green Chemistry or that addressed topics not pertinent to the goals of this review, as well as textbooks, laboratory guides, and other educational resources, were left out. The Boolean operators “AND” and “OR” were used with respective keywords, in both English and Spanish, in the different databases to see with which combinations the greatest number of studies fitting the proposed goals were obtained. Finally, 13 of the 695 articles initially selected were included and analyzed (Dialnet: 146; Web of Science: 330; Scopus: 219). The results show how Green Chemistry can play a fundamental role as a learning strategy to promote sustainable development and contribute to the achievement of the Sustainable Development Goals established in the 2030 Agenda. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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22 pages, 1624 KiB  

Open AccessReview

Integrating Rural Development, Education, and Management: Challenges and Strategies

by Yang Yu, Desmond Appiah, Bernard Zulu and Kofi Asamoah Adu-Poku

Sustainability 2024, 16(15), 6474; https://doi.org/10.3390/su16156474 - 29 Jul 2024

Viewed by 1750

Abstract

This review explores the complexities of integrated rural development, education, and management, focusing on the challenges encountered and the strategies employed to address them. Integrating various sectors and disciplines in rural development initiatives presents unique obstacles, including coordination issues, resource constraints, and stakeholder [...] Read more.

This review explores the complexities of integrated rural development, education, and management, focusing on the challenges encountered and the strategies employed to address them. Integrating various sectors and disciplines in rural development initiatives presents unique obstacles, including coordination issues, resource constraints, and stakeholder engagement difficulties. By examining the existing literature and case studies, this review identifies key challenges, such as limited institutional capacity, inadequate funding, and the need for multidisciplinary collaboration. Furthermore, it analyzes strategies such as community involvement, capacity building, and innovative technology adoption to overcome these obstacles. The review emphasizes the importance of tailored approaches considering local contexts and empowering rural communities in decision-making processes. This approach is essential for the sustainability of rural areas because it ensures that interventions are context-specific, culturally appropriate, and resource-efficient, ultimately leading to more effective and sustainable outcomes. By understanding and addressing the challenges while implementing effective strategies, integrated rural development, education, and management can lead to sustainable and inclusive development outcomes in rural areas. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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22 pages, 6251 KiB  

Open AccessArticle

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

by Patrícia Christine Silva, Ana Valente Rodrigues and Paulo Nuno Vicente

Educ. Sci. 2024, 14(7), 782; https://doi.org/10.3390/educsci14070782 - 17 Jul 2024

Viewed by 816

Abstract

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, [...] Read more.

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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21 pages, 2679 KiB  

Open AccessArticle

Exploring the Intersection of Paleontology and Sustainability: Enhancing Scientific Literacy in Spanish Secondary School Students

by Alicia Giner-Baixauli, Hugo Corbí and Olga Mayoral

Sustainability 2024, 16(14), 5890; https://doi.org/10.3390/su16145890 - 10 Jul 2024

Viewed by 602

Abstract

This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and [...] Read more.

This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and post-test questionnaires for data collection, with both control and experimental groups. Our findings showed that integrating Earth history, the Sustainable Development Goals (SDGs), and public speaking enhances scientific literacy by fostering problem-solving and interdisciplinary understanding. The study highlights the importance of integrating scientific methods, revealing a preference for experimental approaches over traditional methods among students; however, when the results are analyzed independently by topic, similar results are obtained with active and traditional teaching methodologies. Therefore, a holistic and flexible approach not only meets the requirements of modern curricula but also helps students address complex global challenges. Full article

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17 pages, 2614 KiB  

Open AccessArticle

The Effect of a SEL (Social–Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics

by Stella Gidalevich and Ella Mirkin

Eur. J. Investig. Health Psychol. Educ. 2024, 14(7), 1996-2012; https://doi.org/10.3390/ejihpe14070133 - 9 Jul 2024

Cited by 1 | Viewed by 1126

Abstract

This study’s aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a [...] Read more.

This study’s aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler’s assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study’s results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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14 pages, 273 KiB  

Open AccessArticle

Perceptions of Students of Education Sciences on Research Ethics and (Re)Formation of the University Curriculum

by Dorin Opriş

Educ. Sci. 2024, 14(7), 701; https://doi.org/10.3390/educsci14070701 - 27 Jun 2024

Viewed by 804

Abstract

The study investigates perceptions of students of education sciences in Romania concerning issues related to research ethics, starting from recent opinions that consider the lack of adequate training in this field as a threat to higher education. The purpose of this paper is [...] Read more.

The study investigates perceptions of students of education sciences in Romania concerning issues related to research ethics, starting from recent opinions that consider the lack of adequate training in this field as a threat to higher education. The purpose of this paper is to contribute to a better knowledge of the training stage of which Bachelor, Master and doctorate students are undertaking. Respondents were invited to take part in a survey that included items that asked their opinion on the place of research ethics in the university curriculum, the need for a support person on research ethics issues, the importance of respecting research ethics for involvement in a research project, and the relationship between academic ethics and research ethics. The results show that students’ perception of the importance of research ethics positively changes with the level of studies. Doctoral students appreciate the support of an ethics advisor and significantly value the ethics component of a research project. Compliance with university ethics norms and compliance with research ethics is statistically significant in two of the three analyzed situations. The research shows the need for reconsideration at the institutional level to identify new training pathways in student research ethics. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

18 pages, 251 KiB  

Open AccessArticle

Exploring Ethiopian Secondary School Science Teachers’ Conceptions about the Nature of Scientific Knowledge (NOSK)

by Tadele Demelash Teshale, Reda Darge Negasi and Dawit Asrat Getahun

Educ. Sci. 2024, 14(6), 559; https://doi.org/10.3390/educsci14060559 - 23 May 2024

Viewed by 574

Abstract

This study examined secondary school science teachers’ conceptions of the nature of scientific knowledge (NOSK). The participants were convenient samples consisting of 48 (M = 38, F = 10) teachers from three secondary schools. An open-ended questionnaire was administered to collect data. Qualitative [...] Read more.

This study examined secondary school science teachers’ conceptions of the nature of scientific knowledge (NOSK). The participants were convenient samples consisting of 48 (M = 38, F = 10) teachers from three secondary schools. An open-ended questionnaire was administered to collect data. Qualitative analysis involved comparing teachers’ responses to experts’ views on NOSK. Frequency counts and percentages were also used to describe the NOSK conceptions of participants. Based on the findings, the teachers held informed conceptions on two NOSK tenets and naïve conceptions on four of them. The participants generally held a naïve conception of NOSK, as evidenced by the fact that their conception aligned with informed conception only on two of the seven assessed NOSK aspects. Future research should use large samples, employing a quantitative approach to reveal secondary school teachers’ NOSK conceptions. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

28 pages, 650 KiB  

Open AccessArticle

Promoting Sustainability Together with Parents in Early Childhood Education

by Pilvi Sihvonen, Riikka Lappalainen, Jaana Herranen and Maija Aksela

Educ. Sci. 2024, 14(5), 541; https://doi.org/10.3390/educsci14050541 - 16 May 2024

Viewed by 1903

Abstract

This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families [...] Read more.

This multimethod study investigated an environmental recycling project in a Finnish kindergarten group, tailored for children aged 4 to 6, as part of early childhood environmental education for sustainable development. We aimed to identify the main drivers of sustainable lifestyles in the families of kindergarten children and evaluate the project’s effective practices. We utilized a qualitative approach using interviews with parents and feedback from teachers and employed the Following a Thread approach alongside inductive thematic analysis. The results highlight the crucial role of Finland’s socio-cultural context, including the emphasis on free play in natural settings and the encouragement of exploration under gentle guidance, in fostering sustainable behaviors among children. Additionally, the parents’ strong environmental sensitivity was manifested in their will to engage with their surrounding community to promote sustainability. The results underscore the importance of collaboration between parents and educators in promoting environmental awareness from an early age. The study advocates for policy changes to ensure that children and teachers have access to natural environments during day care, suggesting that integrating free play in nature with hands-on recycling activities can significantly contribute to sustainable education. Moreover, this topic should be further investigated in different living environments. Full article

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16 pages, 262 KiB  

Open AccessArticle

Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia

by Mohammad Khair M. Alsalamat

Sustainability 2024, 16(9), 3634; https://doi.org/10.3390/su16093634 - 26 Apr 2024

Viewed by 1423

Abstract

Many Saudi students lack the motivation to pursue STEM careers due to their teachers’ limited experience and low efficacy in teaching science, technology, engineering, and mathematics (STEM). Teachers’ perceptions are central to efficient STEM education; however, little is known about the perceptions of [...] Read more.

Many Saudi students lack the motivation to pursue STEM careers due to their teachers’ limited experience and low efficacy in teaching science, technology, engineering, and mathematics (STEM). Teachers’ perceptions are central to efficient STEM education; however, little is known about the perceptions of teachers toward STEM education in Saudi Arabia. Therefore, this study attempted to identify the perceptions of secondary stage science teachers toward STEM education and their knowledge about the requirements for its implementation. The study also investigated whether there were statistically significant differences that could be attributed to teachers’ qualifications, years of experience, and specialization variables. A questionnaire was applied to 175 in-service science teachers. The results showed that the secondary stage science teachers had a medium level of positive perceptions toward STEM education and a high level of knowledge about the requirements for its implementation. It was also revealed that there were statistically significant differences in teachers’ perceptions due to their qualifications and years of experience, in favor of teachers with graduate degrees and with more years of experience, while there were no statistically significant differences due to teachers’ specialization. Based on the findings of this study, a number of recommendations on improving science teachers’ knowledge of STEM education and the requirements for its implementation are provided. Full article

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27 pages, 3372 KiB  

Open AccessArticle

Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments

by Jee Kyung Suh, Brian Hand, Jale Ercan-Dursun, Ercin Sahin and Gavin Fulmer

Educ. Sci. 2024, 14(4), 415; https://doi.org/10.3390/educsci14040415 - 16 Apr 2024

Viewed by 1331

Abstract

The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In [...] Read more.

The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characterized by fluidity and reflexiveness in teaching dynamics, rather than just flexibility. Through a complexity framing approach, we delineate three layers of AdTex: the visible actions of teachers, the semi-visible use of epistemic tools such as language, dialogue, and argument, and the tacit orientations towards learning that encompass epistemological, ontological, and axiological dimensions. Our research primarily investigates the intricate relationship between the epistemic tool and orientation layers. Our findings highlight the significance of an interconnected understanding and the impact of philosophical orientations on adaptive teaching practices. A notable contribution of this study is the development of a framework that articulates the belief and knowledge systems crucial for fostering generative learning environments, alongside the introduction of complexity maps to illustrate the interplay among these subsystems. Full article

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23 pages, 1995 KiB  

Open AccessArticle

Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia

by Eman S. Abowardah, Wafa Labib, Hadeer Aboelnagah and Mohammad Nurunnabi

Sustainability 2024, 16(4), 1483; https://doi.org/10.3390/su16041483 - 9 Feb 2024

Cited by 4 | Viewed by 1725

Abstract

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance [...] Read more.

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance of the students’ awareness and the level of their active engagement as crucial elements in achieving the desired results. Therefore, measuring such awareness and its effect on their daily life and behavior is fundamental in implementing the SDGs. The current study employs an online survey to explore the awareness level of the United Nations Sustainable Development Goals (SDGs) in Saudi universities. SPSS will be utilized to generate the statistical results of the study. The importance of this study stems from the scarcity of research in the field, especially in Saudi higher education institutions. The current research fills in a significant gap at the national level as it provides future researchers and higher education leaders with the much-needed data to prepare strategic plans for future enhancement of the application of the SDGs. It will also propose a set of practical strategies that can be advanced to augment Saudi students’ awareness of the SDGs and their possible application in their daily lives and practices. Full article

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22 pages, 3333 KiB  

Open AccessArticle

Research on the Evaluation of Regional Scientific and Technological Innovation Capabilities Driven by Big Data

by Kun Liang, Peng Wu and Rui Zhang

Sustainability 2024, 16(4), 1379; https://doi.org/10.3390/su16041379 - 6 Feb 2024

Viewed by 1011

Abstract

Scientific and technological innovation (STI) is an important internal driver of social and economic development. Reasonable evaluation of regional scientific and technological innovation (RSTI) capability helps discover shortcomings in the development of urban development and guides the allocation of scientific and technological resources [...] Read more.

Scientific and technological innovation (STI) is an important internal driver of social and economic development. Reasonable evaluation of regional scientific and technological innovation (RSTI) capability helps discover shortcomings in the development of urban development and guides the allocation of scientific and technological resources and the formulation of policies to promote innovation. This paper analyzes new opportunities created by big data and artificial intelligence for the evaluation of RSTI capability, and based on this analysis, the collaborative evaluation schemes of multi-entity participation are investigated. In addition, considering the important value of unstructured data in evaluating STI, the Latent Dirichlet Allocation (LDA) topic model and sentiment analysis method are employed to analyze the construction of an evaluation indicator system that integrates scientific and technological news data. To fully utilize the respective advantages of human experts and machine learning in the field of complex issue evaluation, this paper proposes an RSTI capability evaluation model based on AHP-SMO human-machine fusion. This study promotes the integration of science and technology and economy and has theoretical and practical significance. Full article

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14 pages, 773 KiB  

Open AccessArticle

Contribution of European University Alliances to Education for Sustainable Development and to the SDGs: A Case Study on the Circular EELISA Community

by Beatriz Martín Bautista-Cerro, Anabel Castillo-Rodríguez and Justo García-Navarro

Sustainability 2023, 15(23), 16181; https://doi.org/10.3390/su152316181 - 22 Nov 2023

Cited by 1 | Viewed by 1190

Abstract

European University Alliances are increasingly crucial to promoting Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) through research, education, and innovation. In this line, the Circular EELISA Community was created as part of the European Alliance of EELISA Universities. This [...] Read more.

European University Alliances are increasingly crucial to promoting Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) through research, education, and innovation. In this line, the Circular EELISA Community was created as part of the European Alliance of EELISA Universities. This study aims to analyse the contribution of the Circular EELISA Community to ESD and the SDGs, evaluating its contribution according to the impact level of EELISA credentials and the community contribution by year. To conduct this analysis, EELISA credentials, which were awarded to 533 participants in 19 activities between 2022 and 2023, were used as indicators of contribution. The results reveal significant community impact on SDGs 9, 11, and 12, with impact level 2 (knowledge) and increased input in 2023. The Circular EELISA Community positively contributes to ESD and the SDGs. Although the SDGs must be addressed from a systemic perspective, developing tools allows us to deepen our knowledge of concepts such as sustainable development, which can sometimes be ambiguous. This study could facilitate, for students, education professionals, politicians, and all interested parties, identifying appropriate competencies and pedagogies that empower citizens to meet global environmental priorities from socioeconomic and technological perspectives. Full article

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18 pages, 4977 KiB  

Open AccessArticle

Effectiveness of Fine Dust Environmental Education on Students’ Awareness and Attitudes in Korea and Australia Using AR Technology

by Kon Joon Bhang and Jung Rim Huh

Sustainability 2023, 15(22), 16039; https://doi.org/10.3390/su152216039 - 17 Nov 2023

Cited by 2 | Viewed by 1176

Abstract

This study evaluated the influence of fine dust environmental education on 90 elementary and middle school students, taking into account factors such as sex, place of residence, experience with environmental education, and experience with augmented reality (AR). The goal was to assess changes [...] Read more.

This study evaluated the influence of fine dust environmental education on 90 elementary and middle school students, taking into account factors such as sex, place of residence, experience with environmental education, and experience with augmented reality (AR). The goal was to assess changes in students’ awareness and attitudes towards fine dust. Results showed that fine dust environmental education positively influenced students’ awareness of fine dust. Further analysis by factors revealed that the education was effective regardless of these factors. In addition to increasing awareness of the seriousness of fine dust, students’ attitudes also changed positively. The study conducted a statistical analysis of changes in 10 types of attitudes among the target students before and after our education. After the implementation of the education, students’ attitudes changed positively in all 10 types of attitudes, including checking the weather, restricting activities, personal hygiene, wearing masks, environmental education, separating garbage and cleaning, classroom silence, classroom ventilation, home cleaning, and home environment with statistical significance. These findings underscore the effectiveness and importance of combining fine-dust environmental education with AR technology and can inform the planning of educational programs aimed at improving students’ awareness and attitudes. Full article

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