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Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 5 June 2024 | Viewed by 10373

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Special Issue Editors

Prof. Dr. Melchor Gómez-García

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Guest Editor

Department of Pedagogy, Universidad Autónoma Madrid, 28049 Madrid, Spain
Interests: educational technology; sustainable education; social networks; digital learning; technopedagogy
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Julio Ruiz-Palmero

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Guest Editor

Department of Didactics and Educational Organization, Faculty of Education Sciences, University of Málaga, 29010 Malaga, Spain
Interests: educational technology; sustainable education; social media; ICT

Dr. Moussa Boumadan

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Guest Editor

Department of Pedagogy, Universidad Autónoma Madrid, 28049 Madrid, Spain
Interests: educational technology; sustainable education; computational thinking; digital learning; technopedagogy

Dr. Roberto Soto-Varela

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Guest Editor

Didactics of Experimental Sciences, Social Sciences and Mathematics, Universidad Valladolid, 40005 Segovia, Spain
Interests: educational technology; sustainable education; social media; educational video games; mathematics and ICT

Special Issue Information

Dear Colleagues,

The purpose of this Special Issue is to compile a selection of research related to educational proposals, for any stage of formal and non-formal education, that explore the pedagogical value of information and communications technologies (ICT) in sustainable education processes in digital environments.

The research will deal with innovative techno-pedagogical approaches that demonstrate transformations in the methodological approaches, adding value to the different moments that an educational experience goes through. They will address topics that place special emphasis on their sustainability, in accordance with the SDGs—especially number 4, which refers to quality education.

This Special Issue will contribute to the development of existing literature, describing how the incorporation of ICT to teaching and learning environments contributes to the promotion of changes in the digital society. The Issue will focus on active methodological approaches that make use of virtual environments that promote communicative spaces mediated by digital tools, generating educational contexts that place the learner as an active agent in their learning process.

All these considerations guide the proposal of this monograph, which seeks to compile new research on sustainable educational practices that make use of ICT, as well as digital tools, with the aim of transforming educational practice by adapting it to today’s society.

Prof. Dr. Melchor Gómez-García
Prof. Dr. Julio Ruiz-Palmero
Dr. Moussa Boumadan
Dr. Roberto Soto-Varela
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

sustainable education
digital learning
digital society
digital educational tools
educational ICT

Published Papers (7 papers)

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Research

13 pages, 998 KiB

Open AccessArticle

Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

by Nonhlanhla Melody Gumbi, Duduzile Sibaya and Admire Chibisa

Sustainability 2024, 16(3), 1314; https://0-doi-org.brum.beds.ac.uk/10.3390/su16031314 - 04 Feb 2024

Cited by 1 | Viewed by 860

Abstract

Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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24 pages, 14426 KiB

Open AccessArticle

Simulation-Based Education Tool for Understanding Thermostatically Controlled Loads

by Gabriel Gomez-Ruiz, Reyes Sanchez-Herrera, Jose M. Andujar and Juan Luis Rubio Sanchez

Sustainability 2024, 16(3), 999; https://0-doi-org.brum.beds.ac.uk/10.3390/su16030999 - 24 Jan 2024

Viewed by 555

Abstract

Thermostatically controlled loads have great potential to make a significant contribution to improving energy efficiency in the building sector, which is responsible for 40% of greenhouse gas emissions in the EU. This, in addition to the environmental damage, represents a huge expense in terms of the electricity bill. Therefore, it is very important to train engineers on how to design energy management systems for TCLs. With this goal in mind, it would be very useful to have a simulation-based educational tool (SBET) to understand thermostatically controlled loads, their characteristics, and the possibilities in terms of energy efficiency. In addition, it would be very useful if this tool could be introduced in engineering curricula to help students become better trained and enter the labor market with more opportunities. Based on the shortcomings detected, this work develops an SBET specifically designed to teach on the subject of TCLs (SBET-TCLs), both about their intrinsic characteristics and their better management. To verify the developed SBET-TCLs, it was tested in a real scenario: a survey was carried out among the students of the subject ‘Alternative Energy Sources’ in the degrees of Industrial Engineering. The results show that the use of an SBET-TCLs has very positive effects on the learning process. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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15 pages, 390 KiB

Open AccessArticle

Teacher Digital Competence Analysis in Block Programming Applied to Educational Robotics

by Enrique Sánchez-Rivas, Coral Ruiz-Roso Vázquez and Julio Ruiz-Palmero

Sustainability 2024, 16(1), 275; https://0-doi-org.brum.beds.ac.uk/10.3390/su16010275 - 28 Dec 2023

Viewed by 779

Abstract

This research aims to analyze digital teaching competence in the field of block programming applied to educational robotics among active primary education teachers. The research methodology employed is defined as descriptive and exploratory. We gathered quantitative data through a structured questionnaire, reflecting the level of digital competence of the participating teachers. The results obtained from this study reveal significant deficiencies in the development of teaching digital competence, especially in the areas of robotics and educational programming. Importantly, the teachers in the sample exhibit a high level of knowledge in active pedagogies. In conclusion, we highlight the need to design training and professional development programs that enhance the digital competence of active primary education teachers, with an emphasis on training schemes geared towards robotics and educational programming. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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20 pages, 750 KiB

Open AccessArticle

Analyzing the Mechanisms by Which Digital Platforms Influence Family-School Partnerships among Parents of Young Children

by Pi-Chun Hsu and Ru-Si Chen

Sustainability 2023, 15(24), 16708; https://0-doi-org.brum.beds.ac.uk/10.3390/su152416708 - 10 Dec 2023

Cited by 1 | Viewed by 1200

Abstract

This research delved into the correlation between digital platforms and the dynamics of family-school collaboration within the context of parents with young children in Taiwan. It also examined the roles of parental involvement, teacher-child interactions, and online communication in this model. In the context of Taiwan, a research endeavor was undertaken to elucidate the viewpoints of parents with preschool-age children concerning digital platforms and their associated determinants. A Chinese-translated questionnaire included five latent factors: digital platforms, parental involvement, teacher-child interactions, online communication, and family-school partnerships. Employing a partial least-squares technique, we conducted an in-depth examination of the survey data, focusing on the evaluation of questionnaire latent factor reliability and validity within the measurement model. Subsequently, a path analysis was conducted to examine the hypothesized assumptions in the structural model. The findings indicated significant positive effects, with digital platforms enhancing parental involvement, teacher-child interactions, and online communication, ultimately leading to stronger family-school partnerships. Statistical analyses using a robust dataset consistently confirmed the significance of these associations. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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19 pages, 2357 KiB

Open AccessArticle

Assessing the Extent to Which Players Can Build Sustainable Cities in the Digital City-Builder Game “Cities: Skylines”

by Raphael Jolly and Alexandra Budke

Sustainability 2023, 15(14), 10780; https://0-doi-org.brum.beds.ac.uk/10.3390/su151410780 - 10 Jul 2023

Cited by 2 | Viewed by 1412

Abstract

This paper examines whether the commercial digital simulation game “Cities: Skylines” enables players to simulate sustainable city development. The analysis consists of an analytical framework founded on the literature regarding the UN Sustainable Development Goal “Sustainable Cities and Communities” (SDG 11, United Nations). The study applies the analytical framework to the city builder, observing that many aspects of sustainable city development can be employed when building a city in “Cities: Skylines”. While the analysis suggests that the in-game feedback is very neutral vis-à-vis sustainability, the game offers a vast digital space where players and pupils learning geography can practically experience and experiment with the complexity of urban geography. Thus, “Cities: Skylines” could offer the opportunity to familiarize learners with “Sustainable Cities and Communities”. The analysis helps to assess the extent to which the game can be of educational benefit for geography education despite its commercial character. The paper concludes with educational implications and emphasizes the opportunity to experience sustainable city development in the digital simulation game “Cities: Skylines”. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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19 pages, 440 KiB

Open AccessArticle

LearningRlab: Educational R Package for Statistics in Computer Science Engineering

by Juan J. Cuadrado-Gallego, Josefa Gómez, Abdelhamid Tayebi, Luis Usero, Carlos J. Hellín and Adrián Valledor

Sustainability 2023, 15(10), 8246; https://0-doi-org.brum.beds.ac.uk/10.3390/su15108246 - 18 May 2023

Cited by 2 | Viewed by 935

Abstract

This paper describes and evaluates the educational interest of LearningRlab, an educational R package developed for teaching statistics in computer science engineering. The package was developed by final degree project students to be used as an educational environment for statistics students who evaluated the package and provided feedback for future versions. Such a process increases the motivation of both groups of students. This paper presents how the use of the R packages conceived and developed for engineering education can improve the learning process in the computer science engineering bachelor’s degree. Two different evaluations, one performed by a group of statistics students, and the other performed by final degree project students, were used to evaluate the impact on the learning process of the first version of the package to develop the second version of the package, which corrects and enhances the first version. The evaluation results show a positive effect on the learning process in both subjects. The analysis of the learning outcomes reflected in the grades of the experimental and control groups demonstrates that LearningRlab can be used as a teaching aid for statistics and final degree project subjects of the computer science engineering degree. The average laboratory grade of the students who used the package (5.76) was noticeably higher than the average laboratory grade of students who did not use it (1.84). Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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18 pages, 24548 KiB

Open AccessArticle

Educational Mechatronics Training System Based on Computer Vision for Mobile Robots

by Héctor A. Guerrero-Osuna, Jesús Antonio Nava-Pintor, Carlos Alberto Olvera-Olvera, Teodoro Ibarra-Pérez, Rocío Carrasco-Navarro and Luis F. Luque-Vega

Sustainability 2023, 15(2), 1386; https://0-doi-org.brum.beds.ac.uk/10.3390/su15021386 - 11 Jan 2023

Cited by 6 | Viewed by 2955

Abstract

Boosting by the world’s context, several efforts have been maiden toward the digital transformation of Education. Technology-based active learning has become pivotal in pursuing a more flexible education system. This work presents the development of an Educational Mechatronics (EM) training system based on computer vision that performs as a positioning system for mobile robots in the 2D plane. The results show that the obtained precision, exactitude, and resolution of the EM training system are suitable for robotics applications comprising position, velocity, and acceleration variables. Moreover, an instructional design aligned with the EM conceptual framework, using the EM training system and a LEGO mobile robot, is presented to construct the mechatronic concept: line segment. Full article

(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education)

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