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Education for Sustainable Development: Toward Quality and Inclusive Education for All

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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: closed (30 November 2023) | Viewed by 35307

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Special Issue Editors

Prof. Dr. Muhammet Usak

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Guest Editor

Educational Scientific and Educational Center of Pedagogical Research, Kazan Federal University, Kazan 420008, Russia
Interests: science education; environmental education; ESD; teacher education; STEM education

Prof. Dr. Kamisah Osman

E-Mail Website
Guest Editor

Centre of Innovation in Teaching & Learning, The National University of Malaysia, Bangi 43600, Malaysia
Interests: science/STEM education; chemistry education; higher order thinking in science; measurement and evaluation; ESD

Dr. Milan Kubiatko

E-Mail Website
Guest Editor

Faculty of Education, J. E. Purkyne University in Usti nad Labem, 400 96 Ústí nad Labem-město, Czech Republic
Interests: environmental education; science education; attitudes toward science as a subject; motivation to protect nature; alternative conception
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Cem Birol

E-Mail Website
Guest Editor

Faculty of Education, Final International University, Kyrenia 99320, Cyprus
Interests: career development; communications; parent protection; science students’ friendship

Special Issue Information

Dear Colleagues,

Education for sustainable development (ESD) covers education and integration between two or more disciplines in education toward sustainable development and eventually toward achievement of Sustainable Development Goal 4: Quality Education. This multidisciplinary topic also covers important issues toward the development of education in this millennium, such as environmental education, green chemistry education, tourism education, geography education, STEM education, STEAM education, STREAM education, MII-STEM, inclusive education, and others.

The main topics that will be covered in this Special Issue are:

Biology education;
Chemistry education;
Climate education;
Critical and creative thinking;
Decision making;
Digital technologies;
Earth science education;
Engineering education;
Environmental education;
Economy education;
Food and agriculture education;
Geography education;
Interdisciplinarity across sustainability in education;
Medical and health education;
School–industry–community partnerships in sustainability;
Social science in sustainability;
Socio-scientific reasoning and decision making;
Space science education;
STEM and environmental sustainability;
Sustainability in stem disciplines;
Tourism education;
Inclusive education;
Global citizenship and sustainability;
Trends in ESD.

References

Bögeholz, S.; Böhm, M.; Eggert, S.; Barkmann, J. Education for Sustainable Development in German Science Education: Past-Present-Future. Eurasia J. Math. Sci. Technol. Educ. 2014, 10, 231–248. https://0-doi-org.brum.beds.ac.uk/10.12973/eurasia.2014.1079a.
Eilks, I. Science Education and Education for Sustainable Development–Justifications, Models, Practices and Perspectives. Eurasia J. Math. Sci. Technol. Educ. 2015, 11, 149–158. https://0-doi-org.brum.beds.ac.uk/10.12973/eurasia.2015.1313a.
Mateos-Nunez, M.; Martinez-Borreguero, G.; Naranjo-Correa, F.L. Learning science in primary education with STEM workshops: Analysis of teaching effectiveness from a cognitive and emotional perspective. Sustainability 2020, 12, 3095.
Nguyen, T.P.L.; Nguyen, T.H.; Tran, T.K. STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability 2020, 12, 8865.
Olowo, B.F. E-Learning Platform: A Sustainable Approach for Students’ Learning during and after Coronavirus Pandemic in Oyo State Secondary Schools, Oyo State, Nigeria. Eur. J. Interact. Multimed. Educ. 2021, 2, e02103. https://0-doi-org.brum.beds.ac.uk/10.30935/ejimed/9361.
Redman, E.; Murphy, C.; Mancilla, Y.; Mallon, B.; Kater-Wettstaedt, L.; Barth, M.; Ortiz-Martínez, G.; Smith, G.; Kelly, O. International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. Interdiscip. J. Environ. Sci. Educ. 2021, 17, e2243. https://0-doi-org.brum.beds.ac.uk/10.21601/ijese/10936.

Prof. Dr. Muhammet Usak
Prof. Dr. Kamisah Osman
Dr. Milan Kubiatko
Prof. Dr. Cem Birol
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 development
STEM/STEAM education
theory and practice for all
decision making
quality education
inclusive education

Published Papers (13 papers)

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Research

Jump to: Review

11 pages, 921 KiB

Open AccessArticle

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

by Martina Maněnová, Janet Wolf, Martin Skutil and Jitka Vítová

Sustainability 2024, 16(3), 989; https://0-doi-org.brum.beds.ac.uk/10.3390/su16030989 - 23 Jan 2024

Cited by 1 | Viewed by 546

Abstract

The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) assumed by the teaching assistant during instruction. The research methodology relies on standardized observation, specifically employing the Flanders Interaction Analysis System, which investigates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably absent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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14 pages, 2945 KiB

Open AccessArticle

The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study

by Deming Shu, Qiaoyun Chen, Dianzhi Liu, Sifan Shen, Weijun Yi, Xiaoqi Tang and Manshu Luo

Sustainability 2024, 16(2), 716; https://0-doi-org.brum.beds.ac.uk/10.3390/su16020716 - 14 Jan 2024

Viewed by 803

Abstract

To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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14 pages, 704 KiB

Open AccessArticle

A Case Study on Sustainable Quality Assurance in Higher Education

by Yasir Javed and Mamdouh Alenezi

Sustainability 2023, 15(10), 8136; https://0-doi-org.brum.beds.ac.uk/10.3390/su15108136 - 17 May 2023

Cited by 4 | Viewed by 2543

Abstract

In contemporary academia, accreditation stands as a vital process for universities to uphold their reputation and deliver quality education to students. Key Performance Indicators (KPIs) significantly contribute to this process by enabling institutions to assess their performance in crucial areas, such as student outcomes, faculty engagement, and research effectiveness. To achieve sustainable accreditation, universities necessitate a comprehensive data management system capable of handling extensive data and generating pertinent insights. High-quality education remains paramount for academic institutions to equip students with essential professional skills, thereby enabling societal economic advancement. A sustainable quality management system is an innovative approach emphasizing continuous improvement and long-term planning to enhance an organization’s overall performance and maintain a competitive edge within the sector. This paper presents a case study on sustainable quality assurance in higher education, underscoring the importance of KPIs in accreditation and the need for a robust data management system to ensure sustainability. Additionally, it highlights the significance of delivering high-quality education and the role of a sustainable quality management system in realizing this objective. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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22 pages, 920 KiB

Open AccessArticle

A Qualitative Exploration of Experiences of Asylum Seekers and People with Refugee Backgrounds in Accessing the Education System in Romania

by Alina Mareci, Liliana Dumitrache, Mariana Nae, Anca Tudoricu and Alexandra Cioclu

Sustainability 2023, 15(5), 4120; https://0-doi-org.brum.beds.ac.uk/10.3390/su15054120 - 24 Feb 2023

Cited by 1 | Viewed by 2298

Abstract

Refugees and asylum seekers often confront particular challenges when accessing essential services in host countries. The difficulties these vulnerable groups face in meeting educational needs are documented in numerous studies. Although Romania experienced mainly transit migration, it is recently becoming a destination for refugees and irregular migrants. Most people entering the country are young or minors, and access to education is crucial for their economic future and a successful integration process. The present paper primarily explores the challenges and difficulties asylum seekers and people with refugee backgrounds experience in accessing educational services in Romania. It is framed within an interpretive paradigm using qualitative interviews with asylum seekers, people with refugee backgrounds, and NGO representatives to collect data. This exploratory research is designed on thematic analysis: four themes and eight subthemes were identified, capturing participants’ perceptions about the Romanian education system and their barriers to accessing education programs. The findings suggest that access to education for refugees and asylum seekers was restricted primarily by language-related or bureaucratic and legal obstacles. Therefore, efforts should be made to raise awareness among the general population and specialised educational institutions. Additionally, creating more opportunities for interactions between people of different backgrounds can alleviate the persisting inequalities experienced by this vulnerable population. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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11 pages, 249 KiB

Open AccessArticle

Analysis of the Factors Influencing Inclusive Education Competency of Primary and Secondary Physical Education Teachers in China

by Rui Xue, Hongqin Chai, Danxu Zhu, Lei Yao, Weihua Yan and Wangqian Fu

Sustainability 2023, 15(1), 308; https://0-doi-org.brum.beds.ac.uk/10.3390/su15010308 - 25 Dec 2022

Cited by 5 | Viewed by 3069

Abstract

Teachers’ inclusive education competency is an important factor influencing the realization of high-quality inclusive education. This study investigated the current situation of the inclusive education competency of primary and secondary school physical education teachers and analyzed its influencing factors. There were 286 physical education teachers who participated in the study, including 228 males and 58 females by answering Questionnaire on the Professional Competency of Teachers in Compulsory Education. We found the professional attitude dimension score regarding the inclusive education competency of physical education teachers was significantly higher than that of professional knowledge, professional skills and capacity of acquiring support, whereas the score of professional knowledge dimension was significantly lower than that of professional skills and capacity of acquiring support, and the score of professional skills dimension was higher than that of the capacity of acquiring support dimension. There was no significant difference in the inclusive education competency of physical education teachers in terms of gender, school district and study section, whereas there were significant differences in terms of teaching age, whether children with or without disabilities were taught, and the cumulative length of training related to inclusive education. The inclusive education competency of physical education teachers needed to be further improved. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

16 pages, 308 KiB

Open AccessArticle

Revisiting Past Experiences of LGBTQ+-Identifying Students: An Analysis Framed by the UN’s Sustainable Development Goals

by Ann E. Wilson-Daily, Richard Harris, Gemma Sebares-Valle and Judit Sabido-Codina

Sustainability 2022, 14(23), 16213; https://0-doi-org.brum.beds.ac.uk/10.3390/su142316213 - 05 Dec 2022

Viewed by 1685

Abstract

The United Nations (UN) places inclusive and equitable lifelong quality education at the center of its Sustainable Development Goal (SDG) 4: Quality Education. Nevertheless, the express inclusion of gender non-conforming and sexual minority students is omitted from UN communications. Drawing on interview and focus group data with recent secondary graduates who identify as LGBTQ+ (n = 20), we investigate their experiences, in terms of equity and inclusivity and lack thereof, in schools during the first years of the SDG-era in Spain (the data collection type respected participants’ personal preferences). Three SDGs, complementary to SDG4, were used as a framework for data analysis: SDG3 Good Health and Well-being, SDG5 Gender Equality, and SDG10 Reduced Inequalities, with SDG4 interconnectedly at the center of the overarching analyses. Participants reported preventable aggressions that affected their mental health and wellbeing in schools, receiving little LGBTQ+-related content in classes other than one-off mentions, and reflected on gender inequalities in their treatment from both peers and teachers. The authors discuss the need for local and national development education action plans and policies to address the exclusion and marginalization of LGBTQ+ students in Spanish high schools and elsewhere. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

15 pages, 608 KiB

Open AccessArticle

Key Factors for Evaluating Visual Perception Responses to Social Media Video Communication

by Chi-Jui Tsai and Wen-Jye Shyr

Sustainability 2022, 14(20), 13019; https://0-doi-org.brum.beds.ac.uk/10.3390/su142013019 - 12 Oct 2022

Cited by 2 | Viewed by 1716

Abstract

The purpose of this study was to investigate the key factors for creating a positive visual perception response evaluation for social media video communication. The aim of this study was to determine what factors of light sources impact visual perception to increase the interactions in social media video communication. First, the key factors of visual perception and response evaluation of visual effects in social media video communication were summarized and analyzed through an interview consultation panel of experts and scholars. Key factors were compiled into four dimensions (48 sub-dimensions), including (1) visual perception, with 12 sub-dimensions; (2) emotional perception, with 12 sub-dimensions; (3) preference perception, with 11 sub-dimensions; and (4) shape perception, with 13 sub-dimensions. Second, 12 experts and scholars were invited to form a panel to develop the Delphi technique questionnaire. After three Delphi technique questionnaires were conducted, the mean (M), mode (Mo), and standard deviation (SD) of each response were statistically analyzed, and the one-sample Kolmogorov–Smirnov test was used to analyze the appropriateness and consistency of the Delphi technique survey results. The results of this study indicate that 15 sub-dimensions met the criteria of appropriateness and consistency, which were used to establish 15 key factors for evaluating visual perception responses to social media visual communication. This study will provide a technical reference for the visual perception of digital messages in social media to improve the quality of visual perception of digital communication. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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12 pages, 568 KiB

Open AccessArticle

Sustainable Teaching Strategies to Teach Indigenous Students: Their Relations to Students’ Engaged Learning and Teachers’ Self-Concept

by Feifei Han

Sustainability 2022, 14(17), 10973; https://0-doi-org.brum.beds.ac.uk/10.3390/su141710973 - 02 Sep 2022

Cited by 2 | Viewed by 4566

Abstract

To help Indigenous Australian students engage with academic work, educators and teachers alike need to understand what teaching strategies are beneficial for Indigenous students’ learning. This study examines the predictions of the three types of Indigenous teaching strategies, namely, integrative teaching (integrating Indigenous perspectives in teaching), community linking (utilising Indigenous community input), and culture sharing (encouraging Indigenous students to share cultural values), to Indigenous students’ engaged learning and teachers’ self-concept in teaching. With 208 teachers surveyed from 52 Australian urban and rural primary schools, we found that culture sharing had positive contributions to Indigenous students’ engaged learning, whereas integrative teaching and community linking positively predicted teachers’ self-concept in Indigenous teaching. These differential patterns suggest useful strategies for enhancing student- or teacher-focused outcomes, respectively. How to successfully integrate these Indigenous teaching strategies is a key to successful teaching practice, as these strategies cannot only improve Indigenous students’ engaged learning but, at the same time, may foster teachers’ confidence in teaching Indigenous students. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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16 pages, 941 KiB

Open AccessArticle

Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania

by Camelia Stăiculescu, Violeta Mihaela Dincă and Andreea Gheba

Sustainability 2022, 14(17), 10803; https://0-doi-org.brum.beds.ac.uk/10.3390/su141710803 - 30 Aug 2022

Cited by 1 | Viewed by 1538

Abstract

Even though research focused on inclusive education in Romania for institutions within the primary and secondary education system has been carried out, there are not many studies that approach the factors determining a favorable inclusion of students in higher education institutions. The central goal of the article consisted in investigating what impacts the willingness and openness for inclusive education for Romanian universities and the potential impact of five constructs of variables applied on fifteen universities from Romania. The outcomes of the quantitative (econometrical) analysis (a survey based on a questionnaire) showed the major impact of the variables of “policies and structures of the university”, “curriculum and pedagogy/teaching strategies”, “community and social integration”, and “accessibility and resources for students” (all focused on students with special needs) on the “willingness and openness for inclusive education” for Romanian universities. The variable of “communication and transparency” (focused on students with special needs) was associated with a medium influence on the “willingness and openness for inclusive education” for Romanian universities. This paper underlines the importance of incorporating the necessary training, support, flexibility, and resources to respond to a variety of student needs in order to improve inclusive education within higher education institutions in Romania. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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23 pages, 301 KiB

Open AccessArticle

Lessons of the Pandemic for Family and School—The Challenges and Prospects of Network Education

by Svetlana N. Vachkova, Igor V. Vachkov, Ivan A. Klimov, Elena Yu. Petryaeva and Valentina B. Salakhova

Sustainability 2022, 14(4), 2087; https://0-doi-org.brum.beds.ac.uk/10.3390/su14042087 - 12 Feb 2022

Cited by 7 | Viewed by 4636

Abstract

The article contains the study results of the problems with the accessibility and safety of educational resources, applications, and tools of distance educational technologies for schoolchildren during the period of distance learning. In the framework of the study, the focus was also on the satisfaction of the subjects of educational relations with the services of providers and the support system for educational institutions during the COVID-19 pandemic in Moscow. The article identifies the key challenge to contemporary education—are schools capable of reworking and integrating all the achievements and breakthroughs of distance learning? The results show that when implementing distance learning, it is necessary to take account of the threats and risks that it entails—(1) the barrier of technological innovation; (2) the barrier of social factors; (3) the barrier to physical and psychological health; (4) the barrier of digital didactics; (5) the barrier of legal regulation; (6) the barrier of an inclusive environment. The study results can become the basis for the preparation of proposals and the development of recommendations to provide access to high-quality education for all schoolchildren in the context of distance learning. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

Review

Jump to: Research

23 pages, 2970 KiB

Open AccessReview

Progressing towards Global Citizenship and a Sustainable Nation: Pillars of Climate Change Education and Actions

by Siti Nur Fatehah Radzi, Kamisah Osman and Mohd Nizam Mohd Said

Sustainability 2022, 14(9), 5163; https://0-doi-org.brum.beds.ac.uk/10.3390/su14095163 - 25 Apr 2022

Cited by 8 | Viewed by 3005

Abstract

This systematic review article focuses on the elements of climate change that have been used to create climate change awareness and hence inculcate sustainable literacy among secondary school students as well as actions that have been undertaken to nourish students’ global competencies on climate change. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was adapted for the review of the current research, which utilised two main databases, namely, Scopus and Web of Science. The findings indicate that 35 articles were successfully selected, and were subsequently critically and systematically analysed. The review has successfully formulated three main themes that were commonly used to create climate change awareness among schoolchildren: effects of climate change, factors affecting climate change, and mitigation plans in handling climate change issues. The review has also revealed four major themes and actions that have been used as platforms towards instilling global competencies towards climate actions; indeed, the findings of this systematic review will provide meaningful information, especially to educators as well as decision-makers in developing more effective, efficient, and sustainable strategies that will shape future globally competent citizens in mitigating and adapting climate change issues and problems. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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16 pages, 377 KiB

Open AccessReview

Lessons from Media-Centered Climate Change Literature

by Cjyar Nazar Dhaher Dhaher and Agah Gümüş

Sustainability 2022, 14(3), 1404; https://0-doi-org.brum.beds.ac.uk/10.3390/su14031404 - 26 Jan 2022

Cited by 2 | Viewed by 2409

Abstract

Climate change has become a global challenge over the years and the media has played an important part in the dissemination of information, research on which constitutes a substantial body of scientific literature. This study aimed to map media-centered climate change articles to highlight the relevant lessons within the field. The lessons learned are as follows. (1) Two environmental communication journals are the primary publication venues that prioritize climate change-focused articles. (2) Media-centered climate change literature peaked in 2020, and (3) many countries attracted scholarly interest. (4) Newspapers were examined more than any other media form. (5) The first authors of media-centered climate change articles are westerners. (6) Almost 50% of media-centered climate change articles did not adopt a theory. (7) Quantitative and (8) content analysis methods are the most adopted data collection methods. (9) Finally, this review shows that communication and media scholars are most interested in media-centered climate change articles. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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17 pages, 445 KiB

Open AccessReview

Systematic Literature Review on Self-Assessment Inventory for Quality Teaching among Islamic Education Teachers

by Azwani Masuwai, Hafizhah Zulkifli and Ab Halim Tamuri

Sustainability 2022, 14(1), 203; https://0-doi-org.brum.beds.ac.uk/10.3390/su14010203 - 25 Dec 2021

Cited by 1 | Viewed by 3534

Abstract

The impact of teaching behavior towards teaching quality and self-assessment has become an emerging drift in education, providing an option for teachers’ development. However, studies on teaching behavior and self-assessment are still scarce, despite their importance in improving education. Thus, this review thoroughly identifies the aspects of teaching behavior and teaching quality, as well as the instruments of self-assessment in the teaching profession. Initially, 116 articles published on Web of Science (WoS) and Scopus between 2017 to 2021 were identified, and 10 out of 116 articles were retained for review, based on the exclusion and inclusion criteria. The criteria include the significant findings listed the aspects of teaching behavior and teaching quality. Second, the approaches of self-assessment are emphasized in teaching. Third, the reliability of the instruments used for self-assessment mostly achieved the internal consistency criteria. These three criteria imply the importance of self-assessment for quality teaching and teacher development. In general, this review could help teachers cultivate quality teaching behavior and perform reflective practice for their personal development. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)

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